Yes, it can as language is an aspect of culture. I do not have studies from your countries of interest, but did some work as an international student on accommodating cultural differences in teaching and learning that may be of interest to you. 

Best regards,

Debra

Data Generation I: International and invisible in a workforce edu...

Data Curriculum Inclusiveness Challenge: Responding to Multicultu...

Article One Style Does Not Fit All: Facilitating Cultural Difference...

Look at the paper attached, it could help you.

Look also: http://www.englishworks.com.au/4635-2/

In general acculturation scales, language spoken is one of the more common items. Sometimes it's even a stand alone item because it's such a significant driver of level of acculturation.

Of course it can and does. Al least in my environment, English affects the way people behave, talk and even other type of preferences especially on teenagers. This is because English through the American culture has a major impact on young people's identity. Borrowing or adaptations of new words, abbreviations and exclamations can be heard and read constantly and this affects acculturation.

Dear Khalil,

Yes, language has a bearing on cultural identity as literature does support this notion. However, I have attached relevant links to articles for your perusal.

Regards

http://www.tllg.unisa.edu.au/lib_guide/gllt_ch2.pdf

http://www3.brandonu.ca/library/cjns/15.2/dorais.pdf

http://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1175&context=gradconf_hospitality

Ada Luisa hit the nail on the head. Often the motivation for learning English (or any prestigious international language) precedes the actual learning opportunity, so the very reason for acquiring the language may be to become part of a higher social class, to gain a better income, to escape the native culture, to sing the latest songs, etc. As a consequence, the acquisition of English (or any other second language) may be a result of other motivations, not a cause of those motivations. Sometimes the required learning of a second language in school, even though perhaps not strongly motivating at the time, may later open opportunities or affect perceptions (of self and by others). E.g., my required study of Spanish in school later unexpectedly made it possible for me to undertake graduate study in Mexico, and has influenced my whole professional life. On the other hand, i encountered children of rich families in Mexico who did not identify culturally at all with dominant Mexican culture, and used their English as an instrument for participating in an international elite culture, though not identifying culturally with American culture. The whole history of minority linguistic/cultural groups around the world abandoning their native languages and cultures in order to assimilate to the dominant linguistic/cultural group (or in some cases, to escape from its hegemony via another language) is well known, and is alive everywhere today. Young people may see their parents as mired in the past, and reject the hegemonic group and its language, and see American language and culture as a third aspirational path that will give them more control over their futures. 

Of course many studies are available on it. However, we need to consider the extent of exposure to English culture (immersive or functional). I hope it helps!

I agree with many of the answers given above.  Learning any language 1st, 2nd, 3rd, etc.... is always a cultural process in one way or another.  More specifically additional language learning is an intercultural process since it typically involves communication between different groups of people.

However, I think we need to be very careful not to oversimplify and essentialise the relationship between language and culture.  This is especially true for a global lingua franca such as English. As Rudy Troike noted in his example from Mexico, learning English does not have to be related to US culture or any Anglophone culture for that matter. This makes notions such as acculturation very problematic. In learning English is not at all clear which culture learners are being 'acculturated' into, if any. 

Culture is always part of language and communication but that is not the same as culture being inexorably linked to a particular nation or ethnic group (e.g. English and the US).  So, for example, English can be learnt to communicate and learn about other cultures at a whole range of scales from the local to the national and the global.  Importantly, it can also be part of constructing new hybrid and liminal cultural groupings. There is plenty of research on hybrid cultural identities in sociolinguistic studies and in relation to English in Global Englishes and English as a lingua franca research.

Clearly such a perspective on culture makes the notion of measuring it very problematic. Trying to measure culture or identity is a bit like trying to measure art or poetry.  They are subjective human constructions and not open to objective measurement (although I realise there are plenty of people who have tried to measure them). 

Attempts to measure changes in students' behaviour, beliefs and attitudes can perhaps be more meaningfully undertaken but despite what is sometimes claimed, often for commercial reasons, there is no one measure which has been demonstrated to be particularly successful.  Qualitative description and interpretation is probably most appropriate but obviously hard to replicate or generalise from.

I've attached a few publications which might be of use and you might also find the Soliya website of interest in relation to the Middle East. http://www.soliya.net/

Article The Cultures of English as a Lingua Franca

yes, I agree with Debra. I can't suggest the specific article in your case yet you can use CDA (Critical Discourse Analysis) approach in your study. may these reference help you.

Dijk, T.A.V. (2001). Discourse, Ideology, and Context, Folia Linguistica (Vol.35), Berlin: Mouton de Gruyer

Fairclough, N. (1995). Critical discourse analysis: The critical study of language. London: Longman

Fairclough, N. (2003). Analyzing discourse: Textual analysis for social research. London: Routledge

Martinez, D.F. (2007) From Theory to Method: A methodological approach within critical discourse analysis, Critical Discourse Analysis Studies. London. Routledge.

N.B. : Norman Fairclough is one of member here. he published also some of his writings that may help you too. you can check it.

Best regards,

Rozi

I've encountered other examples supporting what Rudy Troike says - (i) Arabs in the Gulf states, whose English is significantly better than their native Arabic; (ii) youngsters in the Netherlands, who are not at all bothered by accusations that they are ignoring or even 'losing' their mother tongue; (iii) Bantu people in southern Africa - because it is quite impossible to study and master science, medicine, economics etc. through Zulu or Shona (say).

I should really have mentioned that the people in (i) and (iii) of my earlier post, have (by and large) retained their original identities despite adopting English as their first language - and the same is probably true of the professional and educated strata in India and Pakistan. The Netherlanders in (ii), on the other hand, have acquired a type of pan-Western or pan-European identity; many are also fluent in German (which is of course closely related to Dutch) as well as learning French.

https://www.researchgate.net/publication/303543422_RECENT_REDAGOGICAL_STRATEGIES_DIRECTED_TOWARDS_THE_MAINTENANCE_OF_NATIONAL_IDENTITY

Conference Paper RECENT REDAGOGICAL STRATEGIES DIRECTED TOWARDS THE MAINTENAN...

Dear colleague, the above given paper depicts the impact of English.

As you know most of commercial English books in EFL & ESL environment are native written books and as theory and practice supported, the information are taught in the context of English. So doing the context familiarize its embedded culture and as a result learners start to acculturate (maybe the age is important here). Nobody can deny this cultural effect of English on the identity of the learners, but this not only the language teaching, but also media impact on the identity as well. I mean there maybe correlation between the effects of media exposure,Socioeconomic factors of learners, power of English in the home country, perception of English and tendency to adapt the culture identity. In schools that I am teaching, I have access to variety of contexts (from village schools to city private schools) and I observe that learners in city have more access to English through online games, movies,... and their identity and perception of English is very very different with rural ones. As a result the learners in high-exposure-to-English contexts may got effect on their cultural identity.

Good luck, I am eager to know how to evaluate this cultural identity change, too.

An example I have come across is English textbooks - in Pakistan they do not have a focus on stereotypical lives of English / Americans, but rather are Pakistan located cultural mores and habitus. 

When we think of "Business English" as a native speaker my initial response would be what rubbish there is no such thing, as the concept of this sociolect being different would seem strange for me as I use the registers for English for everything, but for an L2 then there is more than just learning the words to carry on trade or transactional relatiosnhips, there are also the cultural expectations in teh wider semantic field that attend that, so for example reciprocity in a business deal, consideration if people are well with meaningless platitudes, but still essential to an English way of doing things, the way of asking that is not so direct - could you would you be so kind and self-effacement. These set the tome of what is culturally expected in certain environments.

Can you measure it? I think so by looking at business relationships and conversation analysis. 

Of course language is pat of the identity of any person. but as an international language English we need to use it for reasons pertaining to our livelihood and interaction with present day world. In those days identity is no longer one dimensional, in other words, not necessarily related to one's nation state. nowadays there is this trans-national identities, particularly with rising rates of international migration. Therefore with multiple identities where one is part of various circles, multiple languages are also needed to match with those multiple needs. Therefore in a way language affects identity, but in another more than one language is needed to accommodate different levels of identity. 

Yes of course, English spoils regional and culture identity of particular as it is an international language. These days English is everywhere from school to business. English is the only medium of communication.

For me, the issue you've raised is VERY BIG and important! Whenever we learn a new language, we always feel that there's something different: the CULTURAL component. I felt this way when I was first exposed to FRENCH as a 2nd foreign language (after English, which is the FIRST foreign language taught in Egypt). I felt that I was talking more softly and gently (and perhaps in a romantic fashion..haha). Besides, in French classes, I used to feel more relaxed and quite. Perhaps the teacher intended to make us feel so, but whenever I use French, I feel the same way (up till now). 

If you search for CULTURAL IDENTITY and language learning, you'll find lots of stuff out there. I think there're JOURNALS dealing with this. My ex-supervisor, Dr Malcolm Macdonald, when he was at the University of Exeter used to tell me that he's editor in CROSS-CULTURAL COMMUNICATION journal. You might need to contact him as he's really an authority on this area: Language and Intercultural Communication:

Dr Malcolm N. MacDonald:

http://www2.warwick.ac.uk/fac/soc/al/people/macdonald

David McNaughton's and Markus Petz's comments are very interesting and relevant. To David's, I would add that most Native American (American Indian) groups have lost their native languages now, and most  of their original culture (due initially to forced efforts to eradicate their languages), and though they are still aware of their tribal membership, what little culture remains is often "pan-Indian", having recently diffused across very different cultural groups, so that modern members may follow practices that their ancestors would never have recognized, or if they did, would have seen as "foreign". 

Markus points to the fact that there are traditionally very different cultural protocols for conducting business in different parts of the world, and the language forms and uses that go with them. Even within the European sphere there may be differences -- I recall some years ago the Swedish foreign ministry contracted with the British Council to give intensive training to some of their diplomats who were going to negotiate an international trade agreement. 

At a very practical level, however, training in the technical language of a trade (e.g. aircraft maintenance) may have very little distinctive cultural content or effect, beyond that of learning any modern skill area.

  --Rudy

Last publication: "Bella la verità". Figure della verità in alcuni testi di Vincenzo Consolo (in "Diverso è lo scrivere". Scritture e poetica dell'impegno in Vincenzo Consolo

Yes affect and be through the change of personal behavior and the words they use in their dealings with others, and their view of English as a better identity than their original identity.