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Elimination of English as a lingua franca in higher education

  In higher education, language remains a formidable barrier to inclusion and equitable access to knowledge. English, long maintained as a global lingua franca, perpetuates linguistic hegemony and undermines the cultural and intellectual diversity that is the foundation of academia. As institutions strive to incorporate the principles of Diversity, Equity, and Inclusion (DEI), eliminating English as the sole medium of instruction emerges as a crucial step toward a more just and inclusive academic environment. This opinion piece explores the transformative potential of machine translation technology to dismantle language barriers and foster a truly inclusive educational experience.

The fallacy of English as a neutral medium

  The widespread use of English in higher education is often justified by its perceived neutrality and universality. However, this perspective overlooks the historical and current colonial and imperialist foundations of English rule. Jonathan Rosa and Nelson Flores argue in “Unsettling Race and Language: Toward a Raciolinguistic Perspective” that the intertwining of race and language has been fundamental to defending systems of white supremacy and exclusion. By focusing on English, we inadvertently perpetuate these power dynamics, marginalizing students and academics who do not speak English (Rosa and Flores, 2017).

The role of machine translation in promoting DEI

  Machine translation (MT) technology offers an avenue to disrupt the entrenched hierarchy of language in higher education. By enabling real-time translation of academic content, TM can democratize access to knowledge, allowing students and researchers to interact with material in their native languages. This change improves understanding and participation and validates and respects linguistic diversity as a cornerstone of DEI initiatives (Phys.org, 2024).

The practical and ethical imperatives of machine translation

  The adoption of machine translation in higher education is not simply a logistical solution but an ethical imperative. Beyond reducing the financial burden of bilingual programs and easing the strain on human translators, it fosters an environment where language is a bridge connecting diverse perspectives. This ethical imperative aligns with the core values ​​of DEI and paves the way for a more just and inclusive future in higher education. Integrating MT technology can address the financial and operational challenges of maintaining a multilingual academic environment. Studies have shown that machine translation tools like Google Translate facilitate billions daily translations, highlighting their scalability and accessibility (Paterson, 2023). Institutions can leverage these tools to provide translated educational materials, administrative documents, and support services to students, creating an inclusive ecosystem that supports all students, regardless of their linguistic background.

Pedagogical innovations and cultural inclusion

  Machine translation also has the potential to revolutionize teaching methodologies and improve intercultural communication skills. Research has shown that multilingual participation enriches cognitive and conceptual understanding (Prediger et al., 2019). Using MT can deepen students' understanding of complex topics by allowing them to interact with content in multiple languages. This pedagogical innovation aligns with DEI goals by promoting a more inclusive and intellectually stimulating learning environment. Additionally, strategic use of AT can improve students' digital literacy and critical thinking skills. The study by Zhou et al. on hybrid MT use by Chinese English learners highlights how learners critically interact with MT outcomes, balancing its use with their linguistic resources to optimize learning outcomes (Zhou et al., 2022 ). This critical engagement fosters digital bilingualism, equipping students with the skills to navigate an increasingly digital and multilingual world.

Address concerns and ensure quality

  Despite its potential, integrating machine translation into higher education is challenging. Concerns about the accuracy of translations, particularly with industry-specific jargon and culturally nuanced content, are valid. These challenges can be mitigated by a hybrid approach that combines AT with human supervision. Studies have shown that post-editing machine translation results can ensure the quality and integrity of translations, making them suitable for academic purposes (Harto et al, 2022). This reassurance should instill confidence in the reliability of machine translation as a tool for academic use. Additionally, clear institutional policies and guidelines on the use of TM are essential to address concerns about academic integrity and potential overreliance on the technology. Educators must have the knowledge and tools to effectively incorporate AT into their teaching practices, ensuring that it complements rather than replaces traditional language learning methods.

Towards an inclusive academic future

The elimination of English as a lingua franca in higher education, facilitated by the strategic use of machine translation, represents a bold step toward a more inclusive and equitable academic environment. By embracing linguistic diversity and leveraging technological advances, institutions can create a space where all students and scholars can thrive, regardless of their linguistic background. This change is not only a practical necessity but a moral imperative, aligning with the core values ​​of DEI and paving the way for a more just and inclusive future in higher education. It is a future in which language will no longer be a barrier but a tool that allows everyone to access and contribute to knowledge.

References

Harto, S., Fuad Abdul Hamied, Bachrudin Musthafa, & Emi Emilia. (2022). Exploring undergraduate students’ experiences with post-editing of machine translation: An Indonesian case study. Journal of Language and Education, 8(1), 111-125. Paterson, K. (2023). Machine translation in higher education: Perceptions of language educators. The Interpreter and Translator Trainer, 17(1), 82–97. https://doi.org/10.1002/tesj.690 Phys.org. (2024). Prestigious journals make it hard for scientists who don’t speak English to get published studies. Retrieved 25 March 2024 from https://phys.org/news/2024-03-prestigious-journals-hard-scientists-dont.html Prediger, S., Kuzu, T., Schüler-Meyer, A., & Wagner, J. (2019). One mind, two languages – separate conceptualisations? A case study of students’ bilingual modes for dealing with language-related conceptualisations of fractions. Research in Mathematics Education, 21(2), 188–207. https://doi.org/10.1080/14794802.2019.1602561 Rosa, J., & Flores, N. (2017). Unsettling Race and Language: Toward a Raciolinguistic Perspective. Language in Society, 46(5), 621–647. https://doi.org/10.1017/S0047404517000562 Zhou, S., Zhao, S., & Groves, M. (2022). Towards a digital bilingualism? Students’ use of machine translation in language learning. Computer Assisted Language Learning, 35(5-6), 567–589. https://doi.org/10.14705/rpnet.2022.61.1476