Abstract:
Learning a foreign language is closely related to culture and identity, especially within multilingual
contexts. Learners’ linguistic identities and language patterns are often influenced by their cultural
backgrounds. However, the specific role of cultural affiliation among Amazigh-speaking EFL learners
remains underexplored worldwide and particularly in the Algerian context. Therefore, this present
study aims to investigate how cultural affiliation shapes the linguistic identity and English language
use of Amazigh-speaking EFL learners at the University of Bejaia. In order to reach this objective, this
study follows a descriptive quantitative design, implemented with 100 Amazigh-speaking EFL
students from first-year Licence to second-year Master at the University of Bejaia. Moreover, it
employs a quantitative method, where data were collected through three structured questionnaires: the
Cultural Affiliation Scale (SCAS), the Linguistic Identity Scale (AELLIS), and the English Language
Use Questionnaire (ELUQ). The findings revealed that the participants showed moderate to strong
level of cultural affiliation, with the strongest attachment found in language and cultural holidays.
Furthermore, students identified most strongly with both Tamazight and English with no statistically
significant difference between the two. The simple regression analysis showed that cultural affiliation
is not a statistically significant predictor of daily or academic English use, self-perceived English
proficiency, attitudes towards English, or linguistic identity for any language. However it significantly
predicted comfort and confidence in English. Consequently, both hypotheses which suggest that
stronger Cultural affiliation reduces English use and increases identification with Tamazight are
rejected. The study recommends that EFL teachers adopt culturally responsive teaching methods that
respect learners’ culture while supporting English learning in multilingual classrooms
