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English as an Imperial Language: A Qualitative Study of Iraqi Postgraduate EFL Students

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Title: English as an Imperial Language: A Qualitative Study of Iraqi Postgraduate EFL Students
Language: English
Authors: Faraidoon Namiq, Amir Mahdavi Zafarghandi
Source: Discover Education. 2025 4.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 28
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Graduate Students, Second Language Learning, English (Second Language), Colonialism, Postcolonialism, Language Attitudes, Ideology, Language Dominance, Majors (Students), Arabic, Indo European Languages, Nationalism, Sociolinguistics
Geographic Terms: Iraq
DOI: 10.1007/s44217-025-00886-9
ISSN: 2731-5525
Abstract: The global dominance of English has prompted debates on linguistic imperialism, wherein English is seen as marginalizing local languages and cultures. In postcolonial contexts, scholars like Ngugi wa Thiong'o argue that colonial languages were used to subjugate indigenous cultures. Iraq, with its history of British influence and globalization after 2003, presents a unique context to examine whether English is perceived as an "imperial" language. Iraqi postgraduate students of English often straddle the benefits of proficiency and concerns over cultural erosion, yet their perspectives remain under-explored qualitatively. This study explores the views of Iraqi postgraduate students majoring in English as a Foreign Language (EFL) regarding English as an imperial language, focusing on perceptions of English's dominance in relation to their language, culture, and identity. A qualitative approach was adopted. In-depth semi-structured interviews were conducted with 15 postgraduate EFL students (M.A. candidates in English Teaching/Linguistics) from two Iraqi universities, selected through purposive sampling. Interviews probed attitudes toward English's global status, its impact on Arabic (and Kurdish in one case), and feelings about using English. Data were analyzed thematically, drawing on linguistic imperialism and postcolonial theory. Three themes emerged: (1) English as a Pathway to Opportunity; (2) English as a Cultural Threat; and (3) Negotiating Identity and Agency. A sub-theme highlighted student-led strategies for balancing English with local language. Iraqi EFL postgraduates view English with pragmatism and skepticism. While acknowledging English as key to advancement, they remain aware of its imperialistic shadows. These perspectives underscore the need for EFL policies that empower without disempowering native linguistic identity.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491518
Database: ERIC
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  Data: English as an Imperial Language: A Qualitative Study of Iraqi Postgraduate EFL Students
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  Data: The global dominance of English has prompted debates on linguistic imperialism, wherein English is seen as marginalizing local languages and cultures. In postcolonial contexts, scholars like Ngugi wa Thiong'o argue that colonial languages were used to subjugate indigenous cultures. Iraq, with its history of British influence and globalization after 2003, presents a unique context to examine whether English is perceived as an "imperial" language. Iraqi postgraduate students of English often straddle the benefits of proficiency and concerns over cultural erosion, yet their perspectives remain under-explored qualitatively. This study explores the views of Iraqi postgraduate students majoring in English as a Foreign Language (EFL) regarding English as an imperial language, focusing on perceptions of English's dominance in relation to their language, culture, and identity. A qualitative approach was adopted. In-depth semi-structured interviews were conducted with 15 postgraduate EFL students (M.A. candidates in English Teaching/Linguistics) from two Iraqi universities, selected through purposive sampling. Interviews probed attitudes toward English's global status, its impact on Arabic (and Kurdish in one case), and feelings about using English. Data were analyzed thematically, drawing on linguistic imperialism and postcolonial theory. Three themes emerged: (1) English as a Pathway to Opportunity; (2) English as a Cultural Threat; and (3) Negotiating Identity and Agency. A sub-theme highlighted student-led strategies for balancing English with local language. Iraqi EFL postgraduates view English with pragmatism and skepticism. While acknowledging English as key to advancement, they remain aware of its imperialistic shadows. These perspectives underscore the need for EFL policies that empower without disempowering native linguistic identity.
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