The English-medium fever in Pakistan: analyzing policy, perceptions and practices through additive bi/multilingual education lens

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

doi:10.1080/13670050.2015.1080659

Cited by 60 publications

(36 citation statements)

References 33 publications

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“…Critically, English did not feature at all (Rahman 2010). To illustrate a few examples of the previous research on other aspects of English, we find that a large part of research has focused on the politics of English language and the role of English in education (Mansoor 1993;Rahman 1996Rahman , 2001Rahman , 2007Mustafa 2011;Manan et al 2017a). Other researchers have addressed areas such as the linguistic description of Pakistani English (Rahman 1990), the status and power of English (Haque 1982;Abbas 1993), English as an Islamic language (Mahboob 2009), the acceptability and norm of Pakistani English (Baumgardner 1995), and the impact of language policies on language ecology and vitality of the indigenous languages (Manan & David 2013;Manan et al 2014Manan et al , 2017b.…”

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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Section: Introductionmentioning

confidence: 99%

The glocalization of English in the Pakistan linguistic landscape

et al. 2017

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“…Thus, the Urdu-English medium divide in Pakistan facilitates more wealthy students to profit from an education system that identifies, legalizes and rewards the linguistic, socioeconomic and cultural capital of the dominant class. Regrettably, educational opportunities for learners from the non-elite English-medium schools and members of the non-dominant groups in public-sector Urdu-medium schools (often known as Urdu-medium people) are restricted by policies and practices that perpetuate inequalities (Manan, David & Dumanig, 2016;Pavlenko, 2001).…”

Section: Discussionmentioning

confidence: 99%

“…The very high fee structure of the elite Englishmedium schools and private universities creates barriers for children from the middle and lower classes to participate in the educational opportunities offered by these institutions. As a result, non-elite or low-fee English medium schools have mushroomed in the last two decades or so (Harlech, Baig & Sajid, 2005;Manan, Dumanig & David, 2015;Rahman, 2004). However, their standards of teachinglearning of English are largely questionable (Fareed, Jawed & Awan, 2018;Manan, David & Dumanig, 2016).…”

Section: Language In Education In Pakistanmentioning

confidence: 99%

The English/Urdu-Medium Divide in Pakistan: Consequences for Learner Identity and Future Life Chances

Shamim¹,

Rashid²

2019

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Both Urdu, the national language of Pakistan, and English the official language are widely used for spoken and written communication in different contexts in Pakistan. In education; however, a linguistic divide is evident in the two-stream system of education-mainly referred to as Urdu medium and English medium-according to the dominant language of instruction in an institutional setting. Urdu medium schools are normally the state schools providing free education to the poorer communities while the English medium schools are private fee-paying schools for the economically well-off sections of society. This disparity in the educational system has loaded the labels English medium and Urdu medium with a range of meanings that constitute self and other's perceptions of identity, in addition to signaling linguistic capital, particularly in terms of proficiency in English. This paper reports findings of a small-scale qualitative study undertaken to understand how students at a higher education public-sector institution in Pakistan experience and construct their own and others' identities in relation to their previous and current educational and social experiences of language learning and use. Insights gained from this study further our understanding of how linguistic inequalities can be sanctioned by the state's language policy and related practices.

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“…This sudden rise in a number of schools with big claims may raise ample questions on their quality and promotion of English language. Many research studies claim that the promotion of English language in Pakistan is increasing every day in numbers, yet students after graduating from their higher secondary schools find it extremely challenging to even draft a one-page personal statement (Manan, Dumanig & David, 2017;. With the help of this scale, teachers, parents and even students will be able to understand what support and academic facilities are to be demanded and provided by the school to ensure that English becomes a mode of thought formation and part of local culture than a mere mode of communication.…”

Section: Discussionmentioning

confidence: 99%

Measuring School Support for Learning English as a Foreign Language through SSELL

Sarwar

Bhamani

2018

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Schools label themselves to be English medium considering that by implementing textbooks in English language and adopting English as a medium of instruction is sufficient to be English. In this regard, there is a need for a checklist or selfassessment tool to enable the schools to evaluate themselves to see their positioning as an English medium school as well as understanding their role in it. This study aimed to develop a scale to enable the English language teaching practitioners to explore if the non-elite schools successfully fulfilled this claim. The scale construction methodology was used to carry out this investigation. The sample comprised of 134 participants including school principals, coordinators and teachers randomly selected using convenient sampling methods. A reliability analysis was carried out to establish the authenticity and applicability of the tool. A satisfactory score of test-retest reliability revealed the scale as a good fit to evaluate school support for English language learning; therefore, the scale can be stated as acceptable based on its psychometric properties. Keywords: English language, official language policy, scale construction, school assessment.

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The English-medium fever in Pakistan: analyzing policy, perceptions and practices through additive bi/multilingual education lens

Cited by 60 publications

References 33 publications

The glocalization of English in the Pakistan linguistic landscape

The glocalization of English in the Pakistan linguistic landscape

The English/Urdu-Medium Divide in Pakistan: Consequences for Learner Identity and Future Life Chances

Measuring School Support for Learning English as a Foreign Language through SSELL

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