What do you mean? Linguistic sensitivity and relational reflexivity in scholarly writing.

This article examines how privileged forms of scholarly writing in English perpetuate inequalities in academia, emphasizing the often-overlooked linguistic dimension of exclusion. It highlights the challenges faced by scholars writing in English as an additional language, using Polish and Finnish rhetorical traditions to illustrate alternative, more dialogical and reader-responsible writing styles that contrast with dominant Anglo-American conventions. The authors advocate for greater linguistic sensitivity and the adoption of relational reflexivity—a dialogical and emotionally engaged writing approach—to foster more inclusive and meaningful scholarly communication. They argue that such changes can help address systemic marginalization linked to language, culture, and academic gatekeeping, thereby broadening participation and diversifying academic discourse.