In this paper, I discuss the concept of multilingual integration in Western higher education institutions, with a special focus on African diasporic scholars and students as an epistemic negotiation. Based on the analysis of the academic sources, it is clear that the language policies in Western universities act as tools of gatekeeping that exclude the native systems of knowledge and multilingual repertoires, in favor of monolingual standards of English. The members of the African diaspora are able to employ the method of translanguaging, identity negotiation, and strategic use of linguistic resources to negotiate the complex power dynamics. The article combines theoretical concepts such as academic literacies, decoloniality, epistemic justice, and linguistic imperialism in the explanation of interrelationships between multilingualism and knowledge production, institutional access, and cultural identity. Three important dimensions are identified: (1) pedagogical decolonization that acknowledges multilingual competences as epistemic resources; (2) student agency in negotiating academic literacies despite institutional barriers; and (3) institutional hierarchies of languages that recreate colonial legacies. The results suggest that the prevailing monolingualism ideologies in Western institutions are sources of epistemic oppression that prevent the inclusion of the African diasporic voices in knowledge creation. The paper concludes with a recommendation to change the language policy to be transformative, since it is important to reconsider multilingualism as an asset rather than a liability to enable true epistemic pluralism in global higher education.