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Results show an ambivalent stance toward English and its culture, alongside internalization of its socio-educational functions and perceived necessity for socio-economic uplift. The findings inform policymakers and academicians about potential effects on local languages in Pakistani educational settings.",{"@graph":14,"@context":76},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Context  \nMuhammad Islam *  \nAbstract  \nDespite relatively lesser number of native speakers, English carries an enormous symbolic capital in Pakistan. Therefore, it seems necessary to see how young Pakistanis envision the role of English in their individual and collective lives. This study aims to explore the attitudes of a sample of Pakistani learners towards the expanding national and global roles of English in the contemporary world. In addition, the study also investigates the socio-cultural and contextual factors that shape their views about English language. The study is qualitative in nature. Twenty semi-structured interviews of Pakistani undergraduate EFL learners were conducted to get an in-depth data about their linguistic attitudes. The data were analysed using thematic analysis. The findings reveal that Pakistani learners, overall, reveal an ambivalent attitude towards English and its culture. However, they seem to have internalized the socio-educational roles of English in their lives. The findings also indicate the symbolic capital and linguistic imperialism of English as participants consider its knowledge necessary for socio-economic uplift in the contemporary world including Pakistan. Policy makers and academicians can use the findings ofthis study to analyse the possible effects of English on the roles of local languages, especially, in Pakistani educational settings.  \nKeywords: L2 Attitudes, Symbolic capital, Linguistic imperialism, Ambivalent attitude  \n*Assistant Professor, Department of English Language Teaching & Linguistics, IER, University of the Punjab, [Lahore. Email: mislamier@pu.edu.pk](Lahore. Email: mislamier@pu.edu.pk)  \nIntroduction  \nIn the varied linguistic fabric of Pakistan, English has remained an important, dominant and prestigious language in Pakistani society since the creation of the country (Abbas, 1993; Shamim, 2008; Jilani, 2009; Coleman & Capstick, 2012) . There is no official number of English language speakers in Pakistan. However, the researchers have estimated it differently. Rahman (2007) argues that almost 3 to 4 percent of Pakistani population can or do speak English with proficiency, including those who use it as their first language. Pakistan is a multilingual and multicultural country. However, the teachings and traditions of Islam (religion of 97% population) seem to provide some common grounds to the people of Pakistan (Norton & Kamal 2003; Rahman 2007) . Almost 72 languages are spoken in Pakistan (Rahman, 2007; Asher, 2008; Coleman, 2010) . There are six major regional languages - Punjabi, Pashto, Sindhi, Saraiki, Urdu and Balochi -which have the dominant majority of speakers (almost 96%) in Pakistan (Rahman, 2003, 2007) . Despite its relatively limited number of native speakers, Urdu is the national language of Pakistan and was given this status as a symbol of national unity in the multilingual society of Pakistan (Mansoor 2004).English is the co-official language (along with Urdu) of Pakistan.  \nNational Education Policy of Pakistan (2009) has also clearly acknowledged the huge international influence of English and considers competence in it essential for‘competition in a globalised world order’ (Education, 2009, p. 2) . Hitherto, there has been little effort by the government and policy makers of Pakistan, except some initiatives taken by the government of Punjab in the recent years, to meet this global need. Moreover, apart from a few business studies, ‘a comprehensive national analysis and debate on the potential impact and possible benefits of globalization has been a major deficit’ in Pakistan (Education, 2009, p. 5) . The field of ELT is no exception to this lack of research. This situation necessitates the effects of the international significance of English language on Pakistani learners being investigated in detail.  \nThe Status and Role of English in Pakistan  ","cbCaimKn3fs9yl8y","https://ap.wps.com/l/cbCaimKn3fs9yl8y","pdf",126830,18,"English","# Abstract\n## Introduction\n## The Status and Role of English in Pakistan","[{\"question\":\"What does the study investigate about English in Pakistan?\",\"answer\":\"It explores Pakistani learners’ attitudes toward English’s expanding national and global roles and the socio-cultural and contextual factors shaping those views.\"},{\"question\":\"What research method is used to collect and analyze data?\",\"answer\":\"The study uses twenty semi-structured interviews with Pakistani undergraduate EFL learners, analyzed through thematic analysis.\"},{\"question\":\"What are the key findings about learners’ attitudes toward English?\",\"answer\":\"Learners show an overall ambivalent attitude toward English and its culture, while also internalizing English’s socio-educational roles in their lives.\"},{\"question\":\"How can policymakers and academicians use the findings?\",\"answer\":\"They can analyze possible effects of English on the roles of local languages, especially within Pakistani educational settings.\"}]","The Symbolic Capital and Expanding Roles of English: A Study of L2 attitudes in a Pakistani EFL Context | PDF",1792081849,45]