Exploring the Impact of English Language Clubs (ELCs) on the Cultural Identity Formation of Junior High School Students in Morocco

Abstract

This qualitative study explores how participation in English Language Clubs (ELCs) influences the cultural identities of junior high school students in Morocco, with a specific focus on a long-standing club initiative called My English House. As English continues to assert its presence as a global language, Moroccan youth are increasingly exposed to cultural values and worldviews beyond their local contexts. Drawing on cultural identity theory and classroom ethnography, this research investigates how students engage with and negotiate cultural meanings through club activities such as debates, performances, and multimedia projects. Data was collected through in-depth interviews, participant observation, and analysis of students' creative outputs. The study aims to offer insights into how extracurricular English learning spaces contribute to identity construction and cultural hybridity in a Moroccan context, with implications for educators and language policy planners.