English as Investment: A Narrative Inquiry into Preparatory Students’ Global Aspirations

As English Medium Instruction (EMI) expands in Turkish higher education, this study investigates the motivations of EMI and non-EMI students enrolled in a university English preparatory program. Using narrative inquiry, it draws on Norton’s (1997) investment theory and Bourdieu’s (1986) concept of linguistic capital to explore how students view English as a resource for global mobility, career advancement, and identity formation. Findings show that students perceive English as a long-term investment shaped by neoliberal values but report limited language support beyond the preparatory year. The study highlights the role of imagined futures in shaping language learning motivation. It concludes by recommending that English curricula be redesigned to reflect students’ goals and provide ongoing language development opportunities throughout their academic journey. This research contributes to understanding language learning as a socially and economically situated process.