Internationalization and globalization of higher education represent one of the key features of contemporary global (knowledge) economy and society. By performing the functions of education, research and third mission, higher education institutions are social institutions through which countries participate in the global society. One of the features of internationalization of higher education is the increasing use of English language as medium of instruction, research and outreach. This chapter presents key conventional theoretical perspectives—such as sociolinguistic theory of social and linguistic capital, and decolonial critical theory—often used to account for language policies and practices pertaining to internationalization of higher education in non-Anglophone multilingual societies. The chapter brings global examples, but also experiences of African higher education institutions vis-à-vis the use of English for academic purposes. The chapter’s assumption is that English is increasingly becoming and being perceived as essential and hegemonic in internationalizing African higher education, despite the challenges non-Anglophone African academic community face in using English for academic purposes. The chapter argues that the Anglicization of African academia reinforces the domination of Global North’s science over the Global South’s, as well as the global inequalities in knowledge production and dissemination.