German Language and Identity Construction Among Graduates of the Goethe-Institut in Kano State

This study examines how engagement with German language education through the Goethe-Institut influences identity construction among graduates of Goethe-Institut programmes in Kano State, North West Nigeria. Language learning is recognised as a site of complex identity work, through which learners negotiate cultural belonging, professional self-positioning, and social affiliation. The Goethe-Institut in Kano serves a diverse clientele from different ethnic, professional, and educational backgrounds, making it an instructive context for examining identity dynamics in non-degree German language education. The study employs a qualitative interpretive design, conducting narrative identity interviews with 25 Goethe-Institut programme graduates who completed at least B1-level certification. Participants were recruited through purposive and snowball sampling, and interviews were audio-recorded and transcribed for thematic and narrative analysis. Findings reveal three dominant identity narratives: cosmopolitan aspiration, in which German proficiency is associated with global mobility and elite status; professional repositioning, in which the acquisition of German is framed as a strategic career investment; and cultural bridging, in which participants describe German language knowledge as enabling connection between Nigerian and German worldviews. The study contributes to poststructuralist language identity research and provides institutional insights for Goethe-Institut programme design. Keywords: identity construction, German language, Goethe-Institut, Kano State, language learning narratives.