“English is . . . the language of higher education, mass media, information and communication technology, business, tourism, science and medicine,” says the introduction to the recently published English language curriculum for 11th and 12th grades. Built upon this combination of half truths, ignorance, and ideologies, there is another pervasive belief that English is also the language of scientific publication, if not all significant knowledge production in the world. This essay seeks to debunk the latter assumption, going on to discuss the social costs of passively accepting while actively contributing to the conditions behind the assumption, as scholars in developing countries like Nepal are doing increasingly.