This paper explores the language learning journeys of two multilingual adult learners, Sara and Mubina, through the lens of sociolinguistic and sociological theories. This research highlights how language learning is shaped by social structures, identity, and motivation using Social Identity Theory (Tajfel & Turner, 1979) and Bourdieu`s (1991) concept of linguistic capital. Sara`s self-directed multilingualism in acquiring languages and Mubina`s formal instructional learning illustrate distinct pathways influenced by power dynamics, economic mobility, and cultural adaptation. The study underscores that acquiring English is not just a cognitive process but a social investment – one that opens doors to broader networks, opportunities, and social capital. These findings have implications for adult language education, emphasizing a holistic, identity-aware approach to teaching English as a second language.

social investment, social identity, multilingualism, economic status, motivation, linguistic capital, social networking, formal education, language acquisition.

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