...Language Policy in Pakistan Masooma Kazmi Introduction Pakistan is a multilingual and multiethnic country with six major and over 57 small languages. However, the languages of the domains of power—government, corporate sector, media, and education etc.—are Urdu and English (Rahman 1996). Urdu, which is spoken by just 7% of the population, is the national language, while English is the official language. The small languages are under tremendous pressure, some of which have become extinct, while others are about to extinct because of the state’s favoring Urdu and English at the expense of others. Urdu is spoken by the people who migrated from India to Pakistan at the time of partition. They are called Mohajirs, which itself is an Urdu word meaning ‘refugees’ or ‘settlers’. Almost all of them settled in urban Sindh, southern province of Pakistan. Since they were educated, they dominated the bureaucracy of Pakistan despite their numerical weakness: they were just 3% of the total population of Pakistan. Now that Urdu has become the language of domain of power, indigenous people have to learn Urdu and English, which is the official language, to get a job in public and private sectors. Thus indigenous languages lost their vitality for their own people for pragmatic reasons. Rahman (2003: 4) says members of the elite class had a stake in the continuation of English because it differentiated them from the masses and constituted a class-identity marker. Thus Urdu and English relegated...
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...A P P E N D I X A Two Case Studies: South Africa and Nigeria South Africa’s National Framework Nigeria’s National Framework Appendices South Africa’s National Framework Major Provisions In South Africa, a new national framework for higher education was approved and spelled out in the Education White Paper 3 1 and the Higher Education Act of 1997. Both have broad implications for strategic planning at institutions of higher education nation-wide. The provisions of the Higher Education Act fall into three broad categories: s justice and equality; s responsiveness to the needs of the society; and s co-operative governance. An elaboration on each of these provisions is found below. Justice and equality The new framework is designed to meet the educational needs of South Africa through significantly changed national economic, social and political structures.2 It seeks to guide fundamental changes in higher education to correct, redress and overcome the legacies of apartheid, so that higher education becomes more socially equitable and promotes social justice more generally. The government makes a commitment to ‘equity, justice, and a better life for all’.3 The White Paper stipulates greater efficiency in terms of student throughput and output rates and in terms of the success rates of black students. Social responsiveness The national framework seeks responsiveness to address societal interests and needs by producing graduates who are equipped to participate...
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...Understanding Language Policy Carmen DeLeon TSOL 500 Foundations of Bilingual Education Nova Southeastern University September 9, 2012 In an article entitled Ten Common Fallacies about Bilingual Education, James Crawford discusses ten common misbeliefs held by many in regard to bilingual education in the United States. Despite the number of English Language Learners (ELLs) who live in the United States, there is still a great lack of interest and concern regarding the education that they receive. Crawford has done an excellent job outlining some of the more common misunderstandings that surround the education of ELLs. The first fallacy that Crawford addresses is the misbelief that the English language is slowly being overtaken by other languages. While it is true that other languages have proliferated the culture in the United States, English has remained strong. Crawford cites several examples throughout history where English has appeared to be compromised by other languages. By 1900, there were at least 600,000 elementary school students, about 4% of the US total, receiving part or all of their instruction in German (Kloss, 1998 as cited in Crawford, 1997). He also points out in his article Legislating Language, Mandating Inequality, that "in 1890, the proportion of non-English speakers was 4.5 times as great as in 1990”. (Crawford, 1996). So, this is not a new issue. Speakers of other languages have been migrating to and settling in the US for the duration of...
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...Language planning and policy is the act through which a nation-state’s language is introduced politically and formally to serve a distinct purpose with official status. All groups, majority and minority, within the nation-state should ideally be represented by the chosen and implemented language. As Winsa notes “[There is] hardly any language planning that is independent of a multidimensional socio-political discourse” (Winsa, 1999). In theory, language planning and policy hopes to have a midline through which the selected language represents the citizens of the nation-state and also hold a level of prestige that is recognized politically. This essay will endeavour to examine the language planning policy of Sweden, and in particular evaluate such policy in its effectiveness as a language. English as a language has gained exponential attention world-wide for its dominance as a result of globalisation, this is particularly obvious when examining the language planning policies of the different nations of the world (Hult, 2012; Spolsky, 2004 in Hult, 2004). It can be argued that within Sweden the previously strong Swedish official language is now being threatened by the implementation of English (Hult, 2004). While Swedish is the singular recognized official language of Sweden, English has extreme prominence as a language of academic instruction and as aforementioned has been argued to be of threat to the Swedish language (Winsa, 1999). Since gaining membership to the European Union...
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...language as a resource of internal and international activity of “nations without states”. bulat n. khalitov, kazan state power engineering university, kazan, russia The issues of language and language policy have become the objects of interest of different branches of political theory nowadays. From one side the basic reason for this is the fact that language can play an important role (either positive or negative) in the context of different political processes developing in the world and also in the context of a growing number of confrontations and conflicts, which often have linguistic diversity at their basis. From the other side, the development of political theory within the framework of general “linguistic turn” that influenced almost all social sciences leads to the studying of language policy aspects. In modern world linguistic diversity and other language issues have turned into a significant basis of contradictions that influence stability of different societies. In Western Europe we can distinguish several types of unsolved problems which have to do with language. Diachronically the most important and most severe are conflicts between the dominant language group and various linguistic minorities historically rooted in some areas within the state borders. As an example we can name linguistic conflicts in Belgium (Flanders), Spain (Catalonia and Basque country), Italy (South Tirol), Switzerland (french- and italian-speaking cantons). ...
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...For further information, please contact efareport@unesco.org The importance of mother tongue-based schooling for educational quality Commissioned study for EFA Global Monitoring Report 2005 Carol Benson, Ph.D. Centre for Research on Bilingualism Stockholm University 14 April 2004 Part A: Overview While there are many factors involved in delivering quality basic education, language is clearly the key to communication and understanding in the classroom. Many developing countries are characterized by individual as well as societal multilingualism, yet continue to allow a single foreign language to dominate the education sector. Instruction through a language that learners do not speak has been called “submersion” (Skutnabb-Kangas 2000) because it is analogous to holding learners under water without teaching them how to swim. Compounded by chronic difficulties such as low levels of teacher education, poorly designed, inappropriate curricula and lack of adequate school facilities, submersion makes both learning and teaching extremely difficult, particularly when the language of instruction is also foreign to the teacher. Mother tongue-based bilingual...
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... SEMINAR IN PHILOSOPHICAL SOCIAL ISSUES (SPSI) A REPORT ON “THE NAGGING LANGUAGE ISSUE” (BILINGUAL APPROACH IN EDUCATION) Submitted by: ARVELLA M. ALBAY Ph.D Psych Student Submitted to: DR. MARY ANN VILLENA Professor June 29, 2013 MANUEL L. QUEZON UNIVERSITY Manila, Philippines School of Graduate Studies Doctor of Philosophy in Psychology (Ph.D) First Semester 2013-2014 SEMINAR IN PHILOSOPHICAL SOCIAL ISSUES (SPSI) Topic : THE NAGGING LANGUAGE ISSUE (Bilingual Approach in Education) Reporter : ARVELLA MEDINA-ALBAY, Ph.D Psych Professor : DR. MARY ANN VILLENA INTRODUCTION BILINGUAL EDUCATION involves teaching academic content in two languages, in a native and secondary language with varying amounts of each language used in accordance with the program model. ➢ “Bilingual Education Policy (BEP) in the Philippines is defined operationally as the separate use of Filipino and English as the media of instruction in specific subject areas.” As embodied in the DECS Order, Filipino shall be used as medium of instruction in social studies/social sciences, music, arts, physical education, home economics, practical arts and character education. English, on the other hand is allocated to science, mathematics, and technology subjects. ➢ From the above description, it is quite evident that there is confusion for some educators who defined BEP as the actual use of both languages (English and Filipino) inside the classroom. As stated above, BEP clearly states...
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...society, etc.) so as to make international influence or action possible. Other than that, globalization can be define as the increasing connectivity and interdependence of the world’s economies, societies, and cultures because of advances in communications, technology, trade, international investment movement of currency, and migration. In my opinion, technology is the big roles or function that brings the globalization. Same as Kenichi Ohmea words, globalization as a borderless world seeks to change the world into a single unit only. This process is easier with the advances in communication technology. There are numerous ways in which globalization has impacted the world. The globalization has impacted on education, economic, culture, language, food and others. Globalization also means the phenomenon that makes the world seem smaller in terms of human relations due to the speed of development of information technology. Human easily get information and difficult to filter the negative elements that permeate the hearts and minds. Some terms such as “borderless worlds” and “open skies” make such as trade, the development of political and economic power towards the development of civilization. Education is the process of receiving and giving systematic instruction, especially at school and university. There are positive and negative impacts of globalization on education. Globalization causes the education more open to the outside world either to study or to open branches of university...
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...Red de Revistas Científicas de América Latina, el Caribe, España y Portugal Sistema de Información Científica Miranda Montenegro, Iván Ricardo Insights on Bilingualism and Bilingual Education: A Sociolinguistic Perspective Íkala, revista de lenguaje y cultura, vol. 17, núm. 3, septiembre-diciembre, 2012, pp. 263-272 Universidad de Antioquia Medellín, Colombia Available in: http://www.redalyc.org/articulo.oa?id=255025411004 Íkala, revista de lenguaje y cultura, ISSN (Printed Version): 0123-3432 ikala@quimbaya.udea.edu.co Universidad de Antioquia Colombia How to cite Complete issue More information about this article Journal's homepage www.redalyc.org Non-Profit Academic Project, developed under the Open Acces Initiative InsIghts on BIlIngualIsm and BIlIngual EducatIon: a socIolInguIstIc PErsPEctIvE [Percepciones sobre el bilingüismo y la educación bilingüe: una perspectiva sociolingüística] Iván Ricardo Miranda Montenegro holds a Master’s degree in Applied Linguistics to EFL Teaching from Universidad Distrital Francisco José de Caldas. Colombia. He currently works as assistant professor at Universidad Pedagógica y Tecnológica de Colombia. Mailing address: Universidad Pedagógica y Tecnológica de Colombia, Instituto Internacional de Idiomas, Calle 4 sur No 15-134 Sogamoso, Boyacá, Colombia. E-mail: ivan.miranda@uptc.edu.co Abstract This paper is primarily intended to present some major considerations about bilingualism and bilingual education...
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...Task 1 : 2000 Words report to describe and evaluatehow the student in their professional role, support the ethos and mission statement of their school with particular regard to a specific whole school policy area. TITLE: A report to describe and evaluate how I , in my professional role, support the ethos and mission statement of my school with particular regard of the school’s Language policy. Mission Statement: To provide a rich academic programme A curriculum based on best research evidences and on successful teaching and learning strategies for teaching for children of diverse backgrounds and learning needs. To be a community school A vibrant center for educational, recreational, cultural and social programs for children and adults in an international community which draws upon and contributes to the vitality of the international community through an innovative and focused curriculum. To maintain a unique Professional Development Focus A culture of continuous professional growth for all staff and functions as a “hub” for educators throughout the region to engage them regularly in a wide range of learning opportunities that promote ongoing professional growth. IB LEARNER PROFILE Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiryand research and show independence in learning. They actively enjoy learning and thislove of learning will be sustained throughout their lives. Knowledgeable They explore concepts,...
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...related to Language Education Introduction In this unit you are going to study curriculum documents related to Language Education. Upon completion of this unit you should be able to: paraphrase the language policy for schools with specific reference to medium of instruction, languages as subjects, phase implementation per phase as well as for students with disabilities; discuss academic opinions on the successes and challenges in educational language policy application in Namibia; compare current and alternative policy options critically. 6.1 Paraphrase the language policy for schools with specific reference to the medium of instruction, languages as subjects, phase implementation per phase as well as for students with disabilities. 6.1.1 The History of the National Language Policy Read the information out of Toward Education for all: Gamsberg Macmillan MEC, (1993): I. CRITERIA FOR LANGUAGE POLICY FORMULATION Language policy formulation in a multilingual society is a difficult task. What is required is a fair balance between the abilities of individuals to choose their medium of communication and the public interest in a common language to facilitate citizen participation and decision making in a democratic society. The Ministry has been guided by the following understandings to develop a language policy for schools in Namibia: • All national languages are equal regardless of the number of speakers or the level of development of a particular language. All language policies...
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...THE MYTHS OF LANGUAGE USE AND THE HOMOGENIZATION OF BILINGUAL WORKERS’ IDENTITIES KARI GIBSON University of Hawai‘i Title VII of the 1964 Civil Rights Act protects against discrimination in employment on the basis of race, color, sex, religion and national origin. However when the judicial system has examined English only workplace policies in light of Title VII, it has generally determined that such policies are not discriminatory if an employee is able to speak English. Although plaintiffs have argued that language is inextricably linked to national origin and cultural identity, the courts have stated that the use of a language other than English is detrimental to the morale of monolingual English speakers and a single language is necessary to ensure workplace harmony and proper management. This paper examines the court cases where English Only workplace policies have been challenged, and identifies the prevalent myths and ideologies held by businesses and the courts about language use, identity, and bilingual speakers. Through the process of homogeneism, linguistic diversity is rejected as monolingual English speakers are able to create and enforce rules that favor themselves as they construct the identity of “American” in their own image. Language is a central feature of human identity. When we hear someone speak, we immediately make guesses about gender, education level, age, profession, and place of origin. Beyond this individual matter, a language is a powerful...
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...THE WITWATERSRAND LANGUAGE AND IDENTITY: INVESTIGATING THE LANGUAGE PRACTICES OF MULTILINGUAL GRADE 9 LEARNERS AT A PRIVATE DESEGREGATED HIGH SCHOOL IN SOUTH AFRICA. Submitted by: Nomakhalipha Margaret Nongogo Student Number: 0309644N Supervised by Dr Carolyn McKinney Research report submitted to the Faculty of Humanities, University of the Witwatersrand in partial fulfilment of the degree of Masters of Arts in Applied English Language Studies. 2007 ABSTRACT This research report engages with the concern that African learners attending English medium, multiracial schools are losing their proficiency in African languages. In so doing, the report explores the language practices of four multilingual Grade 9 learners at a desegregated private high school in Gauteng. In a school environment that does not overtly support the use of African languages, I explore the extent to which multilingual learners use African languages in the school context, to position themselves and others, as an identity building resource, and the extent to which the use of African languages is implicated in their identities. I also explore the possible influence of the learners’ cultural and ethnic backgrounds on their language practices, and related to this, the expression of their identities. I look at how their language practices help them shift identities with space and purpose, and the contradictions therein. The study draws on poststructuralist theories of language and identity (Weedon...
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... The English language in Turkey – A case study of linguistic imperialism English is considered to be the world’s lingua franca. It is the most extended language in all kinds of international interactions, including trade, culture, and academia. This is considered to be a factual statement and not a normative one. Certain scholars have considered the rise of English as a positive process in normative terms, while others have critiqued it as a form of imperialism. However, both sides of the argument agree on the principle that English is indeed the global language (Lin and Martin 116). The effects of English linguistic imperialism can be found in a plethora of countries, but they are mostly evident in countries that adopt official language policies to encourage the use of English in order to position themselves closer to the Western world. That is the case of Turkey which has favored English teaching and usage since the late 19th century (Doğançay-Aktuna and Kiziltepe 254-257). Furthermore, this official language policy and its consequences are most noticeable in academia, an environment where English has become an essential tool for participating in the international scientific community. This essay will discuss the case of Turkey as a country that has been directly impacted by English linguistic imperialism, resulting in a struggle between the economic benefits of expanding English usage, and the existence of a nationalist agenda for which the Turkish language is an essential...
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...Protecting Minority Languages; Preserving Minority Cultures A minority culture of any given country is often found in a particular region of that country because all members of the cultural group are needed to outbid the present majority in the same area for the resources, thus establishing the area as their homeland and a symbol of the group’s cultural identity. This exhibition of localized minority cultural conglomeration can be seen across many multicultural nations because if members do pursue their own ideal way of life they would be “forced to try to execute their chosen life-styles in an alien culture” (Kymlicka 188) These minority cultures are thusly envious of the majority culture as they “get for free what aboriginal people have to pay for: secure cultural membership.” (Kymlicka 190) A primary characteristic of a culture is the language. Language has been identified as “the symbolic representation of a people, since it comprises their historical and cultural backgrounds, as well as their approach to life and their ways of living and thinking.” (Brown cited by Jiang) The importance of language therefore suggests the significance of preserving the cultural language to better protect the minority cultures.; Hhowever the insignificant number of users for the minority language oftentimes leads the majority culture to overlook the language, thereby undermining the culture’s security. In Given Rawls’ theory on justice, unequal product contingencies...
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