Purpose This paper draws from empirical evidence across disciplines to critically examine linguistic hegemonies reinforced by colonial and neoliberal regimes within the global practice of knowledge production, particularly in the practice of peer review. It argues that embracing multilingual pedagogies can be an onto-epistemological reorientation in future peer review processes and researcher education. Design/methodology/approach Grounded in empirical qualitative and quantitative studies that interrogate linguistic ideologies and hierarchies in academic publication and writing, this paper provides a conceptual understanding of how the ideology of English (non)native-speakerism perpetuates geolinguistic and sociopolitical hierarchies in neoliberal academia. By unpacking the issues exacerbated by linguistic hegemonies, this paper scrutinizes their impacts on scholars’ intellectual, scholarly and professional development. Findings As this is a conceptual paper, it does not present direct empirical findings but illustrates the risks of perpetuating standardized linguistic hierarchies that privilege certain forms of English and their users, leading to the erasure of meaning and knowledge contributed by other languages and cultures. The English (non)native divide not only obscures shared challenges that all scholars face but also marginalizes multilingual scholars. This paper advocates for future teaching and mentorship efforts to challenge linguistic-related hegemonies and support emerging qualitative scholars in developing academic literacy in peer review and publishing. Originality/value This paper seeks to raise awareness of multiple hegemonies and hierarchies induced by linguistic injustice in qualitative research. Bridging conceptual understanding and practical needs, it proposes ideological, practical and pedagogical actions to reapproach peer review and researcher education.
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