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

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  • Muhammad Azeem Ashraf
  • David A. Turner
  • Rizwan Ahmed Laar

Abstract

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.

Suggested Citation

  • Muhammad Azeem Ashraf & David A. Turner & Rizwan Ahmed Laar, 2021. "Multilingual Language Practices in Education in Pakistan: The Conflict Between Policy and Practice," SAGE Open, , vol. 11(1), pages 21582440211, March.
    • Handle: RePEc:sae:sagope:v:11:y:2021:i:1:p:21582440211004140
    DOI: 10.1177/21582440211004140
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    References listed on IDEAS

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    1. Das, Jishnu & Pandey, Priyanka & Zajonc, Tristan, 2006. "Learning levels and gaps in Pakistan," Policy Research Working Paper Series 4067, The World Bank.
    2. Aamna Khalid, 2016. "A Study of the Attitudes and Motivational Orientations of Pakistani Learners Toward the Learning of English as a Second Language," SAGE Open, , vol. 6(3), pages 21582440166, August.
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