Professional Documents
Culture Documents
Outline
Introduction
& Background
Role and status of Urdu and English Educational context in Pakistan Whats the issue?
The
study
1) The National language of Pakistan is Urdu and arrangements shall be made for its being used for official and other purposes within fifteen years from the commencing day. 2) Subject to clause (1) the English language may be used for official purposes until arrangements are made for its replacement by Urdu. 3) Without prejudice to the status of the National language, a Provincial Assembly may by law prescribe measures for the teaching, promotion and use of a provincial language in addition to the national language (Constitution of Pakistan, 1973, Article 251).
Urdu- national language and lingua franca (MT of only 7%) English- official language and gatekeeper for entry into prestigious higher education institutions, high salaried jobs; also the language of military and bureaucracy
Truisms in Pakistan
English
(so-called English-medium)
(and social) inequality mediated through kinds of educational institutions, and educational practices in Pakistan
MEDIUM OF INSTRUCTION
Therefore,
need for:
systematic situation analysis debate and dialogue about relative ROLE(S) and STATUS of Urdu, English (and regional languages) improving quality of teaching-learning of English in schools and HEIs
(Mansoor, 2005; Rahman, 1996; Shamim & Allen, 2000; Shamim & Tribble, 2005)
of the study:
To explore learners perceptions and experience of the Urdu-English medium divide in Pakistan
Questions:
1. How do bi/multilingual learners experience the Urdu-English medium divide in the context of a higher education institution in Pakistan? 2. How do their experiences (and perceptions) affect their desire to acquire and manage high and low-value language assets?
Definition of terms
Linguistic
assets: Languages are assigned value according to the context in which they areused- so the same language may be considered high value in one context and low-value in another
Methodology
Methodology
Purposive sampling: Three students from the English and Urdu medium sections of the mass communications department with varied linguistic backgrounds/opportunities for learning English in school
English-medium section: 2 students (Intermediate and A level tracks each) Urdu-medium section: 1 student
Narrative Interviewing
Data Analysis
Identity as analytic lens Four kinds of identity
N-identity- a state (developed from forces in nature); also the kind of household re social status in which a child is born and brought up I-identity-a position (authorized by authorities within institutional); also the kind of educational institution (English-Urdu medium) to which you belong D-identity-an individual trait (recognized in discourse/dialogue with rational individuals) A-identity-experiences (shared in the practice of affinity-groups) (Gee, 2000: 100-107)
Although I studied in O levels till 7th grade, I had other cousins who were studying in renowned and prestigious schools like X and Y. They used to judge me ke how much do you know of English. And I dont know why but they always concentrated on this particular language and did not want to judge me on my Science capabilities, Mathematics capabilities. They always wanted to know ke how much English do you know. And basically Im not a very good speaker. They used to question me ke what do you call chowkidar in English? They used to test me. Because their children were in much advanced schools. . . When I was not able to answer their questions, I used to feel that I was not a good person; I was not a good learner. I was an ordinary child. I dont know anything. I used to feel like that.
didnt feel good when they were questioning my capabilities. It was like they were questioning my identity. [re social class]
O levels A levels ki peRhai tu sab ko pata he ke expensive bhhe hoti he comparatively tu saat saat hazar, tu wo middle class family jo kamati das hazar he, wo seven thousand agar apne sirf ek bache ki fees me~ de raha he, how is it possible; wo survive kese kere~ ge? So ultimately status symbol ban gaya. Jo parents ker sakte he~, wo status wale he~. Tumhare parents nahi~ he~ bhhaee; tum intermediate ker rahi ho.
(key words spoken in English have been highlighted)
They [teachers] always go for people who can converse better in English rather than my group.
A-identity
Mainly
has friends who are more inclined towards Urdu Seems very impressed with A level students A bridge between English-medium [A level] and Urdu-medium students in her dept.
A-Identity
. . . many people from the English section moved to the Urdu section because it has now become common that the Urdu media is boosting. So many students shifted not on the basis of language but because of the practical approach. Urdu students are much better at Mass Communication abilities because theyre always writing letters to Jang [a leading newspaper] etc. but were still at the elementary stuff.
A-identity
I think Im standing somewhere in between [Urdu and English-medium]. Im in the middle. Im more inclined towards Urdu because I dont think Im qualified enough, especially after entering Mass Communication where . . . we have many A levels students. My school teachers used to encourage me that youre good at English, at least you are good at English but now that Ive come to the university, things have changed. I now feel that the competition is quite tough. My vocabulary needs to be improved.
the only one from amongst my group of friends] who has connections with the A levels students as well. Otherwise, theres a lot of space between the A levels students and us [English-medium Intermediate track and Urdu-medium students].
Basically whenever I read Anjum Niaz articles, I have to keep a dictionary on one side and then read it. I think that I do not use the language properly. Somehow, misuse of tenses happens and the only reason is my schooling. Had their been a better approach towards English in my school, I wouldve written better articles. When I go through these articles and see my own writings, I find huge differences.
My elder brother always wanted me to master English language and its his wish that I enter Dawn News some day. So I see myself in the English section, in the English media. My brother and sister are the only reasons why Im here right now. ThhoRi si bhhe jo mujhhe ati he, wo un ki wajah se ati he. [Whatever little I know is because of them.] Had I listened to them and continued to practice, I would have been much much better. Whenever my brother calls me, he says Fatima, please improve your English. Hes really good at it. His friends are very impressed when he converses in English.
Sense of Loss?
I
started concentrating towards English. Urdu I thought was my mother language; Ill learn. I was wrong enough. I think one should know, especially a journalist. Im an aspiring journalist. So I should be mastering each and every language.
More generally . . .
Social
class shapes learners access to different kinds of educational institutions and, therefore, their access to English (and Urdu) Differences in educational opportunities lead to linguistic inequalities, which in turn, affect learners perception of self/others and their future life chances
Conclusion (tentative)
Different kinds of school types in Pakistan lead to linguistic inequalities which, in turn, help perpetuate social inequalities (cf. Willis, Why do working class kids become working class?) However, some discourses of resistance can be heard. (see Canagarajah, 1999:2226)
Major Challenge!
How can linguistic inequality based on parallel systems of education be addressed, or more important, a more equitable education system developed in Pakistan?