Gender, Language Choice, and Identity in Multilingual University Classrooms: A Mixed-Methods Study of BS English Students in Pakistan

Abstract

The choice of language has an impact on communication and participation among multilingual students in classroom settings. Nevertheless, little is known about the interconnectedness of language, gender, and identity in the context of Pakistani universities. This paper studies how the students of the BS English programme at the University of Science and Technology in Bannu employ their native Pashto, national Urdu, and international English in the classroom, as well as how they perceive their attitudes towards language use and identity. A cross-sectional mixed-methods strategy was applied. The study examined 20 completed structured questionnaires (10 from males and 10 from females). Written responses of 20 different students (10 males and 10 females) enabled the collection of qualitative findings. The quantitative data were analyzed descriptively, and the qualitative responses were examined thematically. The results revealed that English was used most often in presentations and interactions with the teachers. The use of Urdu and Pashto was crucial in peers’ conversations and informal communication. English was linked to the concept of professional identity, while the use of Pashto was connected to cultural identity. A few gender-based differences were observed, but the explanation of students was inconsistent and at times even contradictory. The expectations in classrooms, self-confidence, and communication requirements contributed more to the understanding of the issue than mere knowledge that men and women use different languages. The research emphasizes the significance of taking into consideration multilingual resources belonging to students along with academic English skills. The results can be used for making recommendations regarding inclusive participation in Pakistani higher education.