Epistemic Challenges Faced by Non-native English Speakers in Philosophy

Evidence from an International Survey

Bibliographic Data

ID21822993
AuthorsUwe Peters (0000-0002-7103-3921, Utrecht University, corresponding author), Yener Cagla Cimendereli (Syracuse University), Alex Davies (0000-0001-9978-0665, University of Tartu), Charlotte Gauvry (University of Bonn), Kiichi Inarimori (0009-0006-5447-4115, Hiroshima University), Anna Klieber (0000-0003-3958-0893, Cardiff University), S Liu (0009-0001-2243-4753, Guangxi University), Nikolaj Nottelmann (0000-0002-8621-6640, University of Southern Denmark), F Russo (0000-0002-1993-9697, Utrecht University), Juan Santos-Castro (Pontificia Universidad Javeriana)
Year2025
Volume16
Issue4
Pages1197-1233
Publication date2025-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueReview of Philosophy and Psychology (JOURNAL)
Journal identifiersISSN: 1878-5158 • E-ISSN: 1878-5166
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s13164-025-00779-8
OpenAlexW4414429540
LanguageEN
References cited56

The widespread use of English in the field of philosophy facilitates international collaboration but may also pose significant challenges in understanding, analyzing, or producing information for both native (NES) and non-native English speakers (NNES). These challenges have not yet been systematically investigated. We conducted an international survey of philosophers ( N = 1,615), comparing NES and NNES, while controlling for their academic position (e.g., student, staff, etc.) and other relevant variables. Responses indicated that NNES needed up to twice as long as NES to read English articles and nearly twice as long to prepare English presentations. Additionally, even NNES with the highest English proficiency reported significantly more English manuscript rejections, greater avoidance of attending or asking questions at philosophy events in English, and more frequent feelings of ridicule for their English use. No statistically significant difference was observed in the reported time required to complete an English draft, but NNES tended to report shorter times, possibly reflecting greater reliance on external assistance to detect linguistic errors. Finally, while extensive use of English may help NNES overcome difficulties with English, 88% of NNES respondents reported that it also reduced their ability to discuss philosophy in their native language. This study provides the first systematic, quantitative evidence of English-related epistemic challenges that many NNES may face in philosophy, highlighting significant linguistic inequities

English language · Feeling · Philosophy of language · Philosophy of science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Epistemology, Ethics, and Metaphysics

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