Influence of the English Language in Shaping Islamic Identity Among Religious Secondary School Students
Abstract
Identity refers to how people understand their relationship to the world, how that relationship is constructed across time and space, and how people understand their possibilities for the future. This research examined some claims made that learners of the English language as a second language have associated themselves with the culture and practices of the native speakers thus eroding the identity of the learners as good Moslems. This research aimed at investigating this phenomenon, to what extent the changes existed, if any. The main topics to discuss were the influence of the English language towards religious secondary school students’ identity and to what extent the students could retain their identity as Moslems. There was one theory employed in this research called Self-Identity Theory. 90 religious secondary students and 8 teachers were used as respondents by conducting focused group interviews and face to face interviews with them. They came from urban, sub-urban, elite and rural schools respectively. The findings revealed that there were mixed responses from the respondents on the issues. 85 students, making up 94.5 % of the whole respondents, asserted that the English language did not change the students’ Islamic identity. Meanwhile only 5 students, comprising 5.6% of the respondents, were of the opinion that the students had been influenced by the culture of native speakers of the English language thus eroding their identity as good Moslems. In a positive note, it was also found that there were some good values instilled in the teaching of the English language such as confidence, helping each other, teamwork, etc.
Keywords: self-identity, religious school, English language, Terengganu, Malaysia
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