Bilingualism has become an increasingly prevalent phenomenon in a globalized world, shaping how individuals acquire and interact with multiple languages. This study explores the impact of bilingualism on English language learning, with a particular focus on the interplay between identity and cultural dynamics. Drawing on theoretical frameworks from sociolinguistics and second language acquisition (SLA), this research investigates how bilingual learners navigate the complexities of learning English as a second or additional language. Through a mixed-methods approach, data was collected from bilingual learners across diverse cultural and linguistic backgrounds using surveys, interviews, and case studies. The findings reveal that bilingualism enhances cognitive flexibility and metalinguistic awareness, facilitating English language acquisition. However, the study also highlights challenges, such as identity negotiation and cultural adaptation, which often influence learners’ motivation, confidence, and proficiency. Additionally, the research underscores the role of cultural dynamics in shaping learners’ attitudes toward English and their integration into English-speaking environments. These results contribute to a deeper understanding of bilingualism’s dual role as both a facilitator and a mediator in English language learning. The study concludes by offering recommendations for educators and policymakers to support bilingual learners through culturally responsive teaching practices and identity-affirming strategies. Future research is encouraged to further examine the intersection of bilingualism, identity, and cultural integration in diverse educational contexts.

bilingualism, English language learning, identity, cultural dynamics, second language acquisition (SLA), multilingualism.