Pakistani students studying in diverse global settings actively shape their multilingual identities in response to varying sociolinguistic contexts. The present research employed an Identity and Investment Theory proposed by Darvin and Norton (2015), utilizing semi-structured interviews with five PhD students studying abroad in China, Italy, the UK, Canada, and Sweden, who were selected by using a purposive sampling technique. The results suggest that the students made deliberate choices in their language use, prioritizing English and their mother tongue, Urdu, due to the emotional, social, and academic benefits associated with each. At the same time, local languages such as Mandarin and Italian were also incorporated for social integration and day-to-day interactions. Linguistic choices are often influenced by broader ideological constructs, including the perceived prestige of certain accents and the desire to achieve native-like fluency. Emotional challenges are significant, which is why students often feel tired and insecure. Overall, the research emphasized the need for educational systems to recognize the emotional and cultural dimensions of language use and to support students from diverse linguistic backgrounds in more impactful and inclusive ways.
Amin et al. (Wed,) studied this question.
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