Access to English in Pakistan: inculcating prestige and leadership through instruction in elite schools

Haidar, Sham

doi:10.1080/13670050.2017.1320352

Cited by 37 publications

(23 citation statements)

References 37 publications

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“…In the context of HK, there is a strong preference for EMI schools by parents and other stakeholders due to the belief that EMI schools can effectively facilitate English acquisition (see 'Medium of Instruction in Hong Kong' section). Hence, the acquisition of English is seen as a tool for global communication and for supporting minoritised communities from their socioeconomic struggles in other contexts (Haider, 2019). Consequently, by imposing a monolingual medium-of-instruction in the classroom, parents and other stakeholders believe that using local languages in EMI classrooms means taking away the students' time from acquiring the L2.…”

Section: Issues In Implementing Emimentioning

confidence: 99%

Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students

Tai

2021

Res Sci Educ

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In English-medium instruction (EMI), English-as-a-second-language students will learn all/some subjects through English. Although there are a considerable number of studies which explore classroom interaction in Hong Kong (HK) secondary EMI schools, few studies have investigated EMI lessons which involve South Asian ethnic minorised students. These students share different linguistic and cultural backgrounds and they may not share a common first language with the teacher and other classmates. This study conducts a multimodal conversation analysis of science and mathematics lessons at a HK EMI secondary school, triangulated with interview data, in order to explore how the EMI teacher mobilises various resources to make discipline-specific knowledge accessible and cater for the different needs of all students in the classroom. This study argues that the process of enacting inclusive practices is a process of translanguaging which requires the EMI teacher to mobilise various available multilingual and semiotic resources and draw on what students know collectively for transcending cultural boundaries from the students’ everyday culture to cultures of school science and mathematics.

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Section: Issues In Implementing Emimentioning

confidence: 99%

Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students

Tai

2021

Res Sci Educ

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“…It can be argued that due to excessive multimodal communication, the information is received in patterns instead of parts. This can help in improving English instruction in developing countries where students have limited access to the English language, especially those who belong to low socioeconomic backgrounds (Haidar, 2019b;Haidar and Fang, 2019).…”

Section: Discussionmentioning

confidence: 99%

English language learning and social media: Schematic learning on Kpop Stan twitter

Malik

Haidar

2020

E-Learning and Digital Media

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The recent years have observed a notable rise in online activities and interactions. One of the popular online interaction zones are fandom communities comprising fans of any artist, band, TV show, movie, book, and so on. These fans come together on various platforms to enthuse about their favorites with people who share their admiration and interests. One such platform is Twitter and the fandom community is Stan Twitter. Within those fandoms, K-Pop fandom stands out because of the density of English as a second or foreign language speakers in this community. Taking this community as its sample, this study explores the ways in which the non-native English speaking fandom members use English to communicate on this platform. Moreover, the study focuses on the interpretation and usage of meme discourse by these non-native English speaking members. The findings reveal that the fandom members learn memetic discourse by internalizing it in the form of schemas, which means that they learn the whole chunk of interaction rather than learning individual words. The study has also explored overall language-learning within this community, and has discussed the implications of fandom activities as potential learning aids.

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“…Findings have revealed that students from the elite English medium private schools do well academically, as recounted in Haider (2017). This perception has overpowered the educational culture in the society leading to the mushroom growth of low-cost EMI schools that accommodate children of lower socioeconomic families.…”

Section: Symbolic Power Of Language: a Scoping Reviewmentioning

confidence: 99%

Developing a Social Critique of Hegemony of English

Anwar

Ali

2021

IJonSES

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The language pyramid in the post-colonial territories as propounded by Melchers and Shaw in 2003 aptly reflects on the status of different languages in Pakistan. At the top is English, with its heritage as a colonial language. Then is the ‘national’ language Urdu which has nationalist value and is spoken by the majority as a lingua franca; while at the bottom of this hierarchy are the regional languages and their dialects. This hierarchy of languages has deeper repercussions enrooting stratification based on social class and commodification of languages. In this paper, this claim is substantiated by semiotic analysis of a social media text− an amateur video clip that went viral on Facebook in January 2021− in which owners of a high-end cafe in Islamabad mock their manager’s English. The video is only the tip of the iceberg of the symbolic and linguistic capitals of English in Pakistan. This analysis is further pleaded by the literature on the critical approach to language policy and planning (LPP). This critical approach can be traced back to the 1980s and Tollefson’s oft-cited book in 1991 that endeavors to situate LPP as a part of ongoing conflicts between the elites and the common masses. He regards that the evolution of the critical approach has widened its scope rendering it primarily sociocultural, dealing with the dynamics of status and prestige. Thus stated, this research attempts to converge the critical relational theory of Bourdieu with semiotics to address this issue of class discrimination based on the hegemony of English in Pakistan through a multimethodological approach.

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Access to English in Pakistan: inculcating prestige and leadership through instruction in elite schools

Cited by 37 publications

References 37 publications

Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students

Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students

English language learning and social media: Schematic learning on Kpop Stan twitter

Developing a Social Critique of Hegemony of English

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