In recent years Western English language universities have recruited significantly more fullfee-paying international postgraduate research students. This market push has resulted in the commodification and trading of historically ‘white’ knowledges with their disciplinary epistemologies, and, significantly, their English language and advanced academic skills programs. An unmistakeable feature of this context is its reification of a globally dominant academic order that reproduces itself by marginalizing alternatives, thus bringing into question principles of social justice and equitable power relations. Research EAL teachers　thus find themselves caught right in the middle of what Janks (2003/4) has called, ‘the　access paradox’*
. Clearly, as we observe it, providing periphery scholars with access to
linguistic capital in English maintains its dominance, yet equally observably, failing to do so　perpetuates their marginalisation in the international academy.