Contextual Influences on English Language Identity Formation in Dynamic Environments

This study investigates the role of English language in constructing social identities, employing qualitative data and thematic analysis. It highlights the multifaceted and dynamic nature of English language identity, reflecting a complex interplay between individual experiences, sociocultural values, and socio-political factors. The study's population criteria included Iranian English language learners and users of varying ages (۱۸–۴۰), genders, and education levels (undergraduate to graduate). Participants were recruited from multiple regions, such as Tehran, Isfahan, and Tabriz, and engaged with English in diverse contexts, including educational, professional, and social settings. The study aimed for a broad representation of experiences, focusing on individuals with active English use while excluding those with no exposure to the language. Participants showcased diverse orientations towards English, influenced by factors such as language proficiency, cultural affiliation, and aspirations. The findings emphasize the importance of considering contextual factors, language attitudes, and identity negotiation for understanding English language identity. Participants demonstrated varied attitudes towards English, ranging from resistance to accommodation and appropriation, shaped by their unique experiences and aspirations. The study concludes that understanding English language identity requires a nuanced perspective, accounting for the interplay between personal, social, and contextual factors. This study contributes to the broader scholarship on language and identity by offering a comprehensive understanding of the ways in which language use is shaped by the complex interplay of individual agency and broader socio-cultural forces.

کلیدواژه ها:

Language Attitudes ، Identity Negotiation ، Cultural Affiliation ، Language proficiency ، English Language Identity Formation