Linguistic Identity and Individual Expression among B.S. English Students in Multilingual Contexts
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ID: 312031
2026
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Abstract
Present study explored the issues of linguistic identity and self-expression among B.S. English learners in multilingual settings using a mixed methodology. Based on sociolinguistic and inclusive education approach, the study examined the effect of multilingual language use and code-switching activities on identity formation and academic representation in classrooms. The quantitative data were gathered through a Likert-scale questionnaire to a sample of 150 students and qualitative data was gathered using semi-structured interviews with 10 students. The statistical analysis demonstrated that multilingual language use, inclusion, and linguistic identity have positive relationships that were significant and inclusion proved to be the most significant predictor of individual expression. Thematic analysis revealed that students view multilingualism as a core principle of identity, code-switching as the means of better comprehensibility and emotionality, and to feel more secure in inclusive classrooms, where linguistic diversity is respected. The results show that the familiarity with multilingual repertoires promotes belonging, involvement, and academic articulateness. In accordance with SDG-4 objectives on inclusive education, the paper identifies the significance of linguistically inclusive pedagogy in achieving equity in participation and equipping students to succeed in diverse and globalized academic environments.
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| Authors | Dr. Ayaz Ul Haq |
| Journal | Social Sciences & Humanity Research Review |
| Year | 2026 |
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| Keywords | Keywords not found |
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