The overall aim of this research is to explore historical and contemporary discourses of social politics of identity, assimilation, multiculturalism and sense of belonging in relation to the "practices of everyday life" (Lewis 2004) and explore how individuals make sense of their world through and through their experiences and practices of it. I will focus specifically on the area of ​​language learning as part of identity formation to find out how participants are involved in the act of making their language learning possible despite all the challenges. This is not to reveal what “really” happens, but rather to analyze participants' accounts in relation to political discourses surrounding language, assimilation, and community cohesion. Duke (2002: 42) argues that taking a qualitative route in relation to social policy research is essential when seeking to “delve deeper into parts of the political process that quantitative methods cannot reach”. They have the potential to explore innovation, originality, complexity, interactions, conflicts and contradictions". This research is, therefore, an attempt to find answers to the problems and difficulties related to English language learning in different political agendas and to demonstrate how these determining variables had an effect on the process of language learning and identity formation of Gujarati women in the diaspora THE CONTEXT OF THE RESEARCH: It is important to contextualise the process of identity formation of Gujarati women with what was happening in Britain. with regard to race relations globally. both the time of their arrival and the various stages of settlement since then. The 1970s were a time when many Gujarati families arrived in the UK as refugees or economic migrants. . half of paper ......r levels of ability in English for refugees and other migrants in the UK linking language ability with employment potential (DFES Publications,2010). So on the one hand the government emphasizes the importance of learning the English language, on the other hand funding for language training programs is cut. There is no doubt that the way migrant women learn English is influenced by these policies which have had/have a direct impact on their learning. This research aims to highlight discrepancies in policy doctrines and their implementation by comparing the impact of policies on the English language learning process of Gujarati women under different political regimes. Focuses on how identities are shaped as a result of the political agenda through the qualitative study of the learning journeys of Gujarati women in London.