Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 35 no. 3 (2025)

Linguistic Capital in English Language of Senior High School Students: A Qualitative Study

Wilyn Lavalle | Adrian Protacio

Discipline: Education

 

Abstract:

This study explores how English language ability functions a linguistic capital for Senior High School students of Southern Mindanao Institute of Technology, Inc., impacting their academic performance, professional readiness, social connections, and personal development. Using thematic analysis of in-depth interviews, the research reveals that English proficiency enhances students' academic achievement, facilitates professional communication, and fosters social interactions across diverse cultural backgrounds. English plays a crucial role in shaping students' identities, cultural practices, and sociocultural dynamics, influencing their social status and future prospects. The findings highlight the broader political and economic implications of English proficiency, demonstrating its significance in accessing educational resources, expanding professional opportunities, and promoting economic mobility. English is shown to be essential for students' ability to interact with diverse individuals and engage in global exchanges. Moreover, the study emphasizes that students' perceptions of themselves and their social standing are shaped by their English skills, reinforcing their sense of identity in various social and cultural settings. Proficiency in English benefits students academically and professionally and helps them build social capital, increasing their willingness to participate in cross-cultural interactions and global discussions. The twofold effect of English proficiency underscores its importance in influencing students' educational experiences and shaping their future pathways. The study ultimately highlights the crucial role of English in students' sociocultural integration, professional preparedness, and academic success.



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