Cultural Identity and English Language Proficiency – Can They Co-exist?

Abstract

The UNESCO Sustainable Development Goals and Education 2030, which promote global citizenship under the banner of high-quality education, provide a wealth of information about the significance of cultural identity. Although cultural identity has often been taken as a non-linguistic learning outcome affected by the English as a Foreign Language (EFL) learning process, it does influence the learner’s language acquisition. An explanatory sequential mixed-method study was conducted in a Chinese university to explore the integration of cultural identity into university English courses, focusing on the impact of cultural identity on EFL learners’ English language proficiency. Questionnaires were administered to 480 students, and in-depth interviews with 20 students were conducted. The study tested three types of EFL learners’ bilingual cultural identity, with Productive Bilingual Identity being the primary cultural identity type chosen. The results show a significant positive correlation between EFL learners’ cultural identity and their English language proficiency. In-depth interviews with students indicate that both English culture and local culture can strengthen the learning of English, contrary to the general belief that learning English is equated with adopting English culture. EFL teachers are suggested to add critical thinking activities and provide a suitable environment for cultivating students’ Productive Bilingual Identity. Besides, EFL teachers are encouraged to recognise the importance of bilingual cultural identity and integrate cultural identity, especially Productive Bilingual Identity, into EFL courses to improve English language learning and enhance proficiency.