Open Educational Resources (OER) have received considerable attention for their potential to provide equitable access to education for all. However, OER creation, use, and adoption among learners, practitioners, and educational circles have remained low. One significant factor leading to this low engagement arises from the language of instruction employed in OER, notably English. Drawing on Hodgkinson-Williams and Trotter's (2018) conceptual framework, this study examines the role of English in knowledge dissemination through OER and discusses three language-related concerns from a social justice perspective: (1) linguistic complexity in OER, (2) translation as a method of OER adaptation, and (3) lack of OER development in local languages. The paper concludes with several recommendations for practice, pedagogy, and policy in OER development.