The debate about ‘linguistic injustice’ centers on whether or not English as an additional
language (EAL) writers face challenges in writing academically that are qualitatively different from
those of novice academic writers irrespective of language background. This study aims to add nuance
to this debate by looking at range of writers (from novice to expert) within an interdisciplinary social
science research institute in Norway in order to investigate the mediating role of the institutional
context. Using an ethnographic approach with an academic literacies perspective, it examines the
challenges these writers face and discusses them in light of tensions between identity and institutional
environment. It argues that the high degree of immersion in English causes ‘situated multilingualism’,
where their ability to write about their topic in English surpasses their ability to write about it in
Norwegian. Nonetheless, even the expert writers, particularly those in disciplines that value a
unique authorial voice, demonstrated insecurity and lack of ownership to their writing in English.
Moreover, the pressure to also sometimes write in Norwegian represented an additional site of
negotiation not faced by their non-Norwegian counterparts. This suggests that the challenges EAL
writers face are not determined by their language background alone, but also by their institutional
environment—including the pressure to publish ‘internationally’, the amount of writing expected,
and their immersion in English.