GLOBAL LANGUAGE, LOCAL VOICES: THE IMPACT OF ENGLISH AS AN INTERNATIONAL LANGUAGE ON NEGOTIATING IDENTITIES IN HIGHER EDUCATION CONTEXT

Abstract

This study explores how English shapes student identity. It focuses on undergraduate students at Islamia College. English is used daily in classrooms and assignments. Many students also use it in social settings. The study looks at two main areas: cultural identity and academic identity. The research uses Identity Negotiation Theory. It explains how language shapes how people see themselves. A structured questionnaire was given to 100 students. Data were collected using Likert scale responses. Results were analyzed using descriptive statistics. Findings show mixed views about English and culture. Some students feel closer to global culture. Others feel distant from their own traditions. Many say English helps them accept other cultures. But some also feel it weakens their local roots. On academic identity, results are more positive. Students say English boosts confidence and learning. It helps them feel like true university students. English also supports classroom participation. Many say it helps them access global knowledge. However, not all students benefit equally. Those with lower English skills feel left out. Some remain unsure about their identity. The study highlights this gap. It calls for support for such students. In conclusion, English offers both growth and challenge. It helps students build a modern identity. But it may also reduce cultural connection. The study suggests more bilingual support and identity-safe classrooms. It offers guidance for teachers, institutions, and researchers. English should support both global and local belonging.