This study investigates the complex relationship between English-language learning and cultural identity among Pakistani university students. It examines their attitudes toward English versus native languages, the patterns of language use in academic and social contexts, and how these factors contribute to existing educational inequalities in multilingual settings. As a linguistically diverse country, Pakistan's emphasis on English in education and professional spheres influences both language choices and identity construction, often exacerbating disparities in access and outcomes. This study examines students’ perceptions of English in relation to their cultural identity, their attitudes toward English and their native languages, and the sociocultural factors shaping language choice in everyday communication, using a mixed-methods approach. Data were collected through questionnaires and semi-structured interviews at multiple universities. The study found that students see English as important for school and job opportunities, but they still feel a strong personal connection to their native languages. They often switch between languages depending on the situation. However, as English becomes more common in everyday life and in online communication, there are worries that local languages may lose their importance. The research shows how language, identity, and power are connected. It suggests that schools and policies should support both English-language learning and local languages, so that students can succeed globally without losing their cultural roots.
Ahmed et al. (Fri,) studied this question.