THE INFLUENCE OF ENGLISH ON CULTURAL IDENTITY OF ESL LEARNERS IN PAKISTAN: A STUDY OF A PRIVATE SECTOR UNIVERSITY IN LAHORE

Abstract

The primary aim of this research is to investigate how second language learners develop their identities in classroom settings. It looks into how English as a second language affects Pakistani students’ identity. A person's physical, mental, and emotional health are all impacted by the extensive process of learning a new language. In terms of how they "identify," language learners range from acknowledging that they are first-language speakers (L1) to realizing that they are second-language learners (L2). This study is designed to investigate the perceptions of ESL learners regarding the relationship between learning English and identity reconstruction. A qualitative research design is used to analyze the data for this study. The population of this study was the undergraduate students of the English department of The University of Lahore. Focus group interviews are conducted with ten undergraduate English as second language (ESL) students in order to collect information. This qualitative study employed Norton's Social Identity theory as a theoretical framework to describe how learning a second language affects students' identities based on social elements that influence a person's identity after learning a language. The findings show that, identity is flexible and open to change. Teachers and policymakers are advised to create policies that can help learners better define themselves as Muslims, Pakistanis, and peaceful members of the international community.