The use of English as the common language of science represents a major impediment to maximising the contribution of non-native English speakers to science. Yet few studies have quantified the consequences of language barriers on the career development of researchers who are non-native English speakers. By surveying 908 researchers in environmental sciences, this study estimates and compares the amount of effort required to conduct scientific activities in English between researchers from different countries and, thus, different linguistic and economic backgrounds. Our survey demonstrates that non-native English speakers, especially early in their careers, spend more effort than native English speakers in conducting scientific activities, from reading and writing papers and preparing presentations in English, to disseminating research in multiple languages. Language barriers can also cause them not to attend, or give oral presentations at, international conferences conducted in English. We urge scientific communities to recognise and tackle these disadvantages to release the untapped potential of non-native English speakers in science. This study also proposes potential solutions that can be implemented today by individuals, institutions, journals, funders, and conferences. Please see the Supporting information files (S2–S6 Text) for Alternative Language Abstracts and Figs 5 and 6.
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The use of English as the common language of science represents a major impediment to maximising the contribution of non-native English speakers to science. Yet few studies have quantified the consequences of language barriers on the career development of researchers who are non-native English speakers. Our survey demonstrates that non-native English speakers, especially early in their careers, spend more effort than native English speakers in conducting scientific activities, from reading and writing papers and preparing presentations in English, to disseminating research in multiple languages. Language barriers can also cause them not to attend, or give oral presentations at, international conferences conducted in English. We urge scientific communities to recognise and tackle these disadvantages to release the untapped potential of under-represented non-native English speakers in science.
African conservation scientists in the diaspora are still a largely untapped resource for conservation efforts in Africa. Institutions that harbor diaspora scientists from Africa should view their presence, motivation, and skills as an excellent opportunity to build strong bridges with the continent and undercut parachute science. Yet, parachute science is still the prominent way of doing conservation science in Africa and it can be difficult to escape, even for Africans working abroad and conducting research in their home countries. Espousing an alternative model to parachute science is possible, but it requires conscious effort and systemic changes at all scales (individual, departmental, universities). In this perspective, we describe six situations that help illuminate the layers of factors that diaspora African researchers must navigate while building cross‐continental collaborations in the absence of adequate institutional support. They include the questioning of our “local‐ness,” accusations of nepotism, over‐explaining our intentions and dealing with the demand for “ground‐breaking and globally relevant research.” We propose actions and best practices for harnessing the potential of diaspora faculty to build meaningful, equitable and long‐term research collaborations with partners in Africa.
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