This article critically analyses the gendered framework of second language
investment, specifically focusing on gendered agency and its implications
for individuals engaged in language learning. This statement underscores
the significance of linguistic diversity and the active participation of
multilingual students in challenging uniform language policies to foster
global communication. The research places significant emphasis on
language diversity, the dynamics of linguistic evolution, and the influence of
emotional states such as fear and joy on the proficiency of individuals
learning a foreign language, with the ultimate goal of enhancing the quality
of English language instruction. The research underscores the importance
of implementing comprehensive professional development initiatives for
faculty members in higher education who teach in English-medium instruction (EMI) settings. These programs should incorporate elements of
the target culture and effective communication strategies to promote a
global cosmopolitan outlook. The article proposes conducting further
research on gendered capital, ideologies, and identities within the context
of language learning and teaching to enhance language education
standards and outcomes.