Language Policy and the Role of Language as a Medium of Instruction in Pakistani Education

Abstract

The study examines the impact of language policy and medium of instruction (MOI) on educational access, equity, and academic achievement in Pakistan, a multilingual nation. Qualitative research design was applied to gather data using semi-structured interviews and focus group discussions with the teachers, students, administrators and policymakers of both urban and rural public and private schools. Thematic analysis shows that the dual-language system, in which English is predominant in higher education and elite institutions and Urdu is taught in the public schools, has brought about massive inequalities in education. Urban students who are English proficient perform better and have an increased access to higher education and employment opportunities, whilst rural students and students of the regional language background have problems with comprehension and opportunities. Other significant obstacles to bilingual education identified in the study are a lack of teacher training, an inadequate number of instructional materials, and the difference in language levels among learners. Also, the decline of regional languages has an adverse effect on the cultural identity and learning process among students. Even though English is considered to be necessary to achieve socio economic mobility, it strengthens social stratification. The research proposes a language policy that is more inclusive, inclusive of regional languages, and enhances the use of two languages and equal access to quality education by all learners.