Leadership Development Among Pakistan's Marginalized Population: English Acquisition, Identity Development, and Leadership Traits and Behaviors

• In Event: Marriott Roundtable Session 21
  In Roundtable Session: Research on the Teaching of English in Global Contexts

Abstract

This qualitative study concerns Pakistanis who achieved English fluency and became education leaders despite not hailing from Pakistan’s elite English-speaking class. Twelve participants from purely non-English speaking backgrounds were interviewed to explore their lived experiences in relation to: motivation to learn English, identity reconstruction, and leadership development. Initial findings show they were motivated to learn English as it made them feel respected. Their changing identity included a sense of learnedness. Knowledge of English provided opportunities for leadership enactment. Their beliefs about their leadership and traits as leaders were linked to speaking English. Our study suggests that the role of English in the identity construction and leadership development of marginalized learners in non-English speaking societies such as Pakistan warrants further investigation.

Authors

• Aamir Hasan, Western Michigan University

• Sue Poppink, Poppink & Associates