Language management: a snapshot of governmentality within the private schools in Quetta, Pakistan

Manan, Syed Abdul; David, Maya Khemlani; Dumanig, Francisco Perlas

doi:10.1007/s10993-014-9343-x

Cited by 36 publications

(18 citation statements)

References 29 publications

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“…We propose that a policy that excludes children's mother tongues from the schools is counterproductive not only in terms of overall educational development, but it also undervalues the linguistic and cultural knowledge that children bring with them to the schools. Furthermore, such exclusion of children's mother tongues promotes negative attitudes to indigenous languages, and it minimizes the prospects of a vibrant ecosystem where the indigenous languages and cultures flourish rather than become endangered (Manan and David 2013;Manan et al 2014;Manan, David, and Dumanig 2015b).…”

Section: Resultsmentioning

confidence: 99%

“…English stands as the most powerful and prestigious language; therefore, education and proficiency in the English language are viewed as a passport to social and economic mobility, privileges, and prestige in Pakistan (Abbas 1993;Coleman and Capstick 2012;Manan, David, and Dumanig 2014;Rahman 2007;Shamim 2012). English language currently functions as a medium of instruction in the following streams and levels of education in the country: the elitist schools that include schools for the armed forces, public schools, private English-medium schools, and at the university level (Rahman 1997, 146).…”

Section: English Language In Pakistanmentioning

confidence: 99%

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Disjunction between language policy and children's sociocultural ecology – an analysis of English-medium education policy in Pakistan

Manan

David

Dumanig

2015

Language and Education

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2015): Disjunction between language policy and children's sociocultural ecology -an analysis of English-medium education policy in Pakistan, Language and Education, Sociocultural theory and constructionists propose that language learning is a socially and culturally mediated process, and they emphasize on social interaction. This study examines the amount of students' exposure to the school language to account for the link between English-medium policies in low-fee English-medium schools and children's sociocultural ecology. Employing a mixed methodology, the study draws samples (245 students, 8 teachers, and 11 school principals) from 11 schools in Pakistan. Sociocultural ecology denotes the languages students come into contact, either passive or active, in domains such as schools, homes, and via media. Results suggest that majority of children belong to uneducated or less-educated families whose exposure to English language is negligible through either reading material, social interaction, or via media. Urdu is the de facto language of interaction in schools. English is limited to occasional clich es, superficial norms, or cosmetic behavioral commands than genuine communication intent. Based on data and experts' views, study concludes that English language stands foreign to sociocultural ecologies of most children which results in several disadvantages À incomprehension of subject material, rote learning, reduced creativity/critical thinking, and parents' disengagement from the teaching/learning processes. We propose for a mother tongue-based multilingual policy for earlier stages of schooling.

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Section: Resultsmentioning

confidence: 99%

Section: English Language In Pakistanmentioning

confidence: 99%

Disjunction between language policy and children's sociocultural ecology – an analysis of English-medium education policy in Pakistan

Manan

David

Dumanig

2015

Language and Education

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“…English stands as the most powerful and prestigious language; therefore, education and proficiency in the English language is viewed as a passport to social and economic mobility, privileges, and prestige in Pakistan (Abbas ; Rahman ; Coleman & Capstick ; Manan et al. ). English remains the first language for a few highly Anglicized, second language for a larger affluent and highly educated and third and a foreign language for all educated others (Rahman : 242).…”

Section: The English Language In Pakistanmentioning

confidence: 99%

“…Other researchers have addressed areas such as the linguistic description of Pakistani English (Rahman ), the status and power of English (Haque ; Abbas ), English as an Islamic language (Mahboob ), the acceptability and norm of Pakistani English (Baumgardner ), and the impact of language policies on language ecology and vitality of the indigenous languages (Manan & David ; Manan et al. , ). Some previous research did touch upon relevant areas such as the indigenization of English (Baumgardner ), the Urduization of English (Baumgardner et al.…”

Section: Introductionmentioning

confidence: 99%

The glocalization of English in the Pakistan linguistic landscape

et al. 2017

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This study surveys the linguistic landscape in a particular area of Pakistan, and explores the use of languages, and the pervasiveness of English in the localized non‐Roman script. Although English functions as a foreign language for most Pakistanis, it occurs extensively in signage in public places. Following the analysis of multiple data sources such as interviews of businesspeople and photographs of private signboards/billboards, wall advertisements, roadside signposts and posters, the results suggest that Englishized Urdu and Urduized English predominate in the linguistic landscape, while local/indigenous languages remain completely absent.

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“…Pennycook (2002, 16) reports that, in the South African context, for example, "the choice of medium of education was frequently linked to an array of cultural, moral, and educational strategies of government that were realized through school curricula." In multilingual Pakistan, Manan et al (2016) found that school leaders manipulated schools' physical environment in order to prevent students from using their mother tongue. Johnson's (2013) An alternate view of language planning and policy is that governance is both multilayered and multidirectional (e.g.…”

Section: Layers and Dynamics Of Language Planning And Policymentioning

confidence: 99%

Acts of Negotiation: Governmentality and Medium of Instruction in an Eastern Ukrainian University

Goodman

2018

Anthropology & Edu Quarterly

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This study investigates language policy and language choices at a university in Ukraine, a country of evolving national governance and shifting language policy. Ethnographic data interpreted through the lenses of governmentality, language planning and policy, and conversation analysis show that (1) the institution rather than the national government is at the center of language planning and policy and (2) language choices are negotiations of alignment between a collective Ukrainian identity and individual preferences or abilities. [English as a medium of instruction; governmentality; Ukraine; university; Russian]

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Language management: a snapshot of governmentality within the private schools in Quetta, Pakistan

Cited by 36 publications

References 29 publications

Disjunction between language policy and children's sociocultural ecology – an analysis of English-medium education policy in Pakistan

Disjunction between language policy and children's sociocultural ecology – an analysis of English-medium education policy in Pakistan

The glocalization of English in the Pakistan linguistic landscape

Acts of Negotiation: Governmentality and Medium of Instruction in an Eastern Ukrainian University

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