The role of l2 in l1 lexical attrition among undergraduate ESL students in a high-prestige l1-dominant context

Abstract

This setting, which is marked by strong L2 esteem and L1 dominance, offers an important case study in an uneven bilingualism and language change.  A statistically significant, quantifiable reduction in L1 lexical competency, especially with regard to standard, little-used, and educational vocabulary, was empirically confirmed by quantitative analysis based on scores from a self-designed Language Proficiency Test (LPT) given to 80 undergraduates. Four interrelated sociocultural factors were found to be active triggers for this attrition through subsequent thematic analysis of semi-structured interviews: (1) widespread and ingrained social pressure to use English for advancement; (2) standardized marginalization of L1 and the elevated practical significance attached to L2 proficiency; (3) L2 saturation due to demanding academic requirements and widespread use of digital media; and (4) internalization of negative stereotypes that contribute to the self-censorship of "pure" Urdu usage.  By confirming that the decline in L1 is an integrated consequence of sociolinguistic hierarchy in an L1-dominant environment and that immediate policy actions are required to protect additive bilingualism and linguistic legacy, this study makes a substantial contribution to the body of literature.