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Multilingual Language Practices in Education in Pakistan: The Conflict Between Policy and Practice

by Ashraf, Muhammad Azeem , Laar, Rizwan Ahmed , Turner, David A.

in Attainment / Bilingual education / Cultural Influences / Discourse analysis / Discourses / Education / Education policy / Educational Policy / Educational Practices / Elementary Secondary Education / English (Second Language) / English as an international language / Ethnography / Foreign Countries / Geographic Regions / Global Approach / Higher Education / Ideology / Indo European Languages / Language / Language Attitudes / Language of Instruction / Language planning / Language Role / Languages / Local conditions / Multilingualism / National identity / National languages / Native Language / Official Languages / Policy Formation / Policy making / Power / Power Structure / Regions / Religion / Religious Factors / Teacher Attitudes / Teachers / Urdu / Urdu language

2021

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Multilingual Language Practices in Education in Pakistan: The Conflict Between Policy and Practice

by Ashraf, Muhammad Azeem , Laar, Rizwan Ahmed , Turner, David A.

2021

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Multilingual Language Practices in Education in Pakistan: The Conflict Between Policy and Practice

by Ashraf, Muhammad Azeem , Laar, Rizwan Ahmed , Turner, David A.

2021

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Journal Article

Multilingual Language Practices in Education in Pakistan: The Conflict Between Policy and Practice

Ashraf, Muhammad Azeem,

Laar, Rizwan Ahmed,

Turner, David A.

2021

Overview

This study examines the language practices in educational settings in Pakistan, taking the multilingual groupings in society into account. In Pakistan, each province is linked to the single or multiple identities of its people and the languages spoken by the majority. The national language Urdu is limited to educational settings and its function as a lingua franca. English serves people in authority, in offices, and in educational settings. Through discourse-ethnographic analysis, this study examines the individual and joint actions of policymakers and teachers to understand the role of language in educational policy and its practice in educational settings. The interview data identified issues regarding the relationship between language, identity, nation, region, religion, power, and personal attainment in regional, national, and international settings. Moreover, the power of national education policy to produce adequate results is limited by the regional discourses that policymakers ignore. This study concludes by arguing that policy practices for language-in-education in multilingual societies require thoughtful planning which should be informed by local conditions and requirements for its better implementation.

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Publisher

SAGE Publications,SAGE PUBLICATIONS, INC,SAGE Publishing

Subject

Attainment

/ Bilingual education

/ Cultural Influences