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The Impact of English Language Teaching on Learners' Identities in Post-Colonial Islamic Countries: Case Study Pakistan. پژوهشهاي سياسي جهان اسلام. 2018; 7 (4) :207-229
URL: http://priw.ir/article-1-545-en.html
Abstract:   (409 Views)
This research aims to study identity change of English language learners in foreign language classes at the university in Islamic Countries in the Middle East. The case study is Pakistan where English is taught as second language in its universities due to being under the colonial of UK in the past. English language is considered as the second language in this country because Pakistan used to be the colony of the UK and hence English had been the formal language there for long times and now it is still considered and taught as the second language. It is why the researcher has chosen this context for her research. This article explores the impact of English as the second language on identity of Pakistani students at the university. Forty (45) students who were studying English as second language in a College in Pakistan participated in this research. The required data was collected in mix method through a questionnaire and a semi-structured interview. Results show that identity is fluid and changing. The results recommend educators and policy makers to develop such policies which could enhance students’ identity; thus, students could know themselves as real Muslims, good Pakistanis and a peaceful member of global community.
 
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Type of Study: Research | Subject: Special
Received: 2017/11/9 | Accepted: 2018/02/14 | Published: 2018/10/2

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