This study problematizes the global spread of English and its status as the default language of the Academy, proposing bi/ multilingual creative practice to undermine the centrality of English to the creation of counter colonial discourses. Utilising the linguistic imperialism paradigm of Phillipson (1992;), Pennycook's study of the English Language Teaching industry (1998), and Ngũgĩ wa Thiong'o's insistence on indigeneity (1986; 2013), I interpret the exclusive use of English in postcolonial writing and English Literatures as reinforcing the divide between speakers of English and those of 'other-ed' languages, and even between 'native' and 'non-native' speakers of English. Simultaneously, I explore and accommodate the utility of English as a tool for challenging hegemonic narratives through Ashcroft (2009) and Roy (2018), but argue that English should not be allowed to become hegemonic itself by being the sole language of critical/ creative debate. For this, I propose a syncretic union of English and 'other-ed' languages in critical hindsight of my creative practice.

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