Challenges of English as a Second Language (L2) Graduate Students, Linguistic Identities, and Decolonizing Pedagogy in Pakistani Public Universities

Abstract

The intricate relationship between second language acquisition, identity construction, and pedagogical practices is regarded as critically significant within the specific context of English as a second language acquisition at Pakistani public universities, particularly at the graduate level. This study investigates the challenges faced by graduate students in learning English as a Second Language (L2) at public universities in Sindh, Pakistan, amidst the era of digitalization. Moreover, it explores their linguistic identities in relation to the critical language pedagogy (CLP) approach. The research examines the complex interplay between colonial legacies, classroom power dynamics, and their substantial impact on the linguistic confidence and access to knowledge of graduate students, framed within the theory of Critical Language Pedagogy. The findings elucidate the systemic disempowerment present in language practices. To this end, a quantitative survey was conducted, analyzing responses from 60 students across three public universities, utilizing closed-ended questions. The results indicate that culturally contextualized digital tools, such as Mobile-Assisted Language Learning (MALL), can effectively address linguistic marginalization and the suppression of knowledge. This study proposes recommendations for pedagogical tools aimed at decolonizing ESL classrooms in Pakistan, conducted through inclusive and student-centered language policies.