LANGUAGE LEARNING IN SOCIAL INVESTMENT: IDENTITY, POWER, AND INVESTMENT IN MULTILINGUAL ADULT LEARNERS

Аннотация

This paper explores the language learning journeys of two multilingual adult learners, Sara and Mubina, through the lens of sociolinguistic and sociological theories. This research highlights how language learning is shaped by social structures, identity, and motivation using Social Identity Theory (Tajfel & Turner, 1979) and Bourdieu`s (1991) concept of linguistic capital. Sara`s self-directed multilingualism in acquiring languages and Mubina`s formal instructional learning illustrate distinct pathways influenced by power dynamics, economic mobility, and cultural adaptation. The study underscores that acquiring English is not just a cognitive process but a social investment – one that opens doors to broader networks, opportunities, and social capital. These findings have implications for adult language education, emphasizingaholistic, identity-awareapproach to teaching English as a second language. Key words: social investment, social identity, multilingualism, economic status, motivation, linguisticcapital, social networking, formal education, language acquisition.