COMPARATIVE STUDY OF HOW STUDENTS IN THE URDU SECOND LANGUAGE (3248) STREAM PERCEIVE THEIR NATIONAL IDENTITY COMPARED TO THOSE IN THE FIRST LANGUAGE (3247) STREAM.

This study looks at the Second Language Paradox in Pakistan’s Cambridge O Level Urdu streams. In these streams, Urdu 3247 (First Language) and 3248 (Second Language) produce different cultural results among native Urdu-speaking students. Urdu 3247 focuses on classical literature, poetry, and historical context, which helps students develop a strong sense of cultural ownership. In contrast, Urdu 3248 limits teaching to basic functional literacy, which weakens students’ connection to their heritage. The study used a mixed-methods approach with a quasi-experimental design across three urban private schools. It introduced a focused Heritage Text Module to students in 3248. Quantitative results from the Heritage Ownership Index and qualitative analysis of student essays show noticeable improvements after the intervention. These gains include cultural identity, linguistic confidence, and national belonging, bringing 3248 students in line with their 3247 peers. The results indicate that the depth of the curriculum, rather than just native proficiency, influences identity formation. Adding literature to functional language classes serves as an effective way to connect linguistic, cultural, and national identity among Pakistani youth.