The Lingua Franca of Leadership, Identity and Opportunity in South Asia

The views expressed are those of the author and do not necessarily reflect the views of ASPA as an organization.

By Asad E. Butt 
January 23, 2026

In a quiet classroom in the marginalized hinterlands of Bihar, a young girl named Rina sits with her government school textbooks written in English. For Rina, English is a symbolic thread she and many like her believe will pull them out of poverty. “I like English. It is hard but when I speak it, people listen to me differently,” she says. Coming from a young school-goer, this statement is both poignant and powerful, reflecting how successfully English has held onto its colonial preeminence in South Asia. Her words also show how language can leave indelible marks on young minds: for some, it is a syntax to produce text or a way to express themselves; for others, it is a life-changing skill.

In South Asia, English is both ladder and barrier. Over 400 million people now speak the language, but most come from families who can afford better schooling. Girls from marginalized communities are least likely to attend school and learn even their mother tongue, let alone English. For millions like Rina, learning English is a struggle against systemic barriers. Yet once acquired, it becomes a pathway to social mobility. Rina’s observation that she is listened to differently reflects the performative power of English, which opens doors and opportunities. For many learners, however, limited access to quality education perpetuates a cycle of exclusion.

A forthcoming book by Aamir Hasan and Nadeem Hussain, The Identity Reconstruction of Subaltern English Learners: Language, Liberation and Leadership in South Asia, reinforces this notion. The authors argue that “for non-elites, learning English is an act of survival and self-assertion. It’s a way to reconstruct identity, refuse invisibility, and claim the ability to prosper. English isn’t just a subject; it’s a chance to stand taller.” They describe how English intersects with class and privilege, and caution that without corrective social policy, it will continue to facilitate social reproduction.

In some subcultures, English has even acquired a symbolic, almost religious significance. Among Dalit communities in Bihar and Uttar Pradesh, a small number of activists have built shrines to Angrezi Devi, the Goddess of English, modeled after the Statue of Liberty and symbolically holding tools such as a pen, a constitution, and a computer. For devotees, English is no longer Britain’s inheritance. It becomes a way to defy caste, resist exclusion, and claim a place in the world of progress and power.

English operates within a complex web of social structures, class and caste hierarchies, and economic relationships. It offers a pathway to jobs, education, and voice, while carrying a colonial legacy that still influences perceptions of credibility. Hasan and Hussain critique colonial and postcolonial language policies, noting that English became a language of liberation only for those with resources to learn it. Today, proficiency signals authority and social legitimacy, reinforcing both opportunity and inequality.

Gender intersects with language in important ways. English empowers women to break traditional obstacles and navigate patriarchal settings to claim space within households and communities. Hasan and Hussain emphasize that English education is not just skill acquisition but a fundamental human right. Without it, they argue, “self-actualization is almost impossible, as English controls vast repositories of information and global knowledge.” The book also stresses the importance of indigenous languages, advocating for multilingual education where English complements rather than supplants local languages. When subaltern learners gain proficiency, they can move from a “state without identity” to being recognized with dignity and voice.

English in South Asia is far more than a communication tool. It is a contested territory of power, identity, and opportunity. Expanding access to English education among the marginalized is therefore a critical step toward social justice. Rina’s story, and the voices documented by Hasan and Hussain, illustrate how language shapes futures and social mobility. As South Asia confronts entrenched hierarchies while adapting to changing realities, English can serve as a bridge. The authors remind us not only of persistent inequalities decades after independence, but also of fragile yet real pathways to empowerment for millions striving to prosper.

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Author: Asad Ejaz Butt is doctoral student at the McCormack School of Policy and Graduate Studies. He also teaches Economics at the University of Massachusetts in Boston, USA.

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