Language Attitudes and Identity Among Pakistani University Teachers: A Thematic Study

Abstract

Pakistan being a multi-lingual country has a complex linguistics landscape that challenges the Pakistani university teachers to maintain a balance between English, Urdu and other regional languages, impacting their language choices and identities in academic settings.

This thematic study delves into the intricate relationship between language attitudes and identity among Pakistani university teachers. The diverse linguistic landscape of Pakistan, presents a unique backdrop for exploring how language attitudes shape individuals' perceptions of their own identity, particularly within the academic sphere. Through qualitative analysis of interviews and focus group discussions with university teachers across various disciplines, this study elucidates the multifaceted nature of language attitudes and their impact on self-identification and professional practices. Findings reveal that language attitudes among Pakistani university teachers are deeply intertwined with notions of prestige, power, and cultural belonging. English, as the language of instruction and academic discourse in many higher education institutions, holds significant sway in shaping academic identities and career trajectories. However, participants' attitudes towards English are nuanced, influenced by factors such as proficiency levels, socio-economic background, and regional linguistic affiliations. Moreover, the study uncovers tensions arising from the perceived privileging of English over indigenous languages, leading to feelings of marginalization and linguistic insecurity among some participants.