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Outline
Intro
uction ! "ac#groun
stu y
./ *he 0ational language of Pa#istan is Ur u an arrangements shall 1e ma e for its 1eing use for official an other purposes 2ithin fifteen years from the commencing ay. 3/ Su14ect to clause 5./ the English language may 1e use for official purposes until arrangements are ma e for its replacement 1y Ur u. 6/ 'ithout pre4u ice to the status of the 0ational language, a Provincial 7ssem1ly may 1y la2 prescri1e measures for the teaching, promotion an use of a provincial language in a ition to the national language 5-onstitution of Pa#istan, .896, 7rticle 3:./.
Ur u; national language an lingua franca 5,* of only 9</ English; official language an gate#eeper for entry into prestigious higher e ucation institutions, high salarie 4o1s= also the language of military an 1ureaucracy %egional languages; use mainly in informal social interactions
Truisms in Pakistan
English
(and social) inequality me iate through #in s of e ucational institutions, an e ucational practices in Pa#istan
$ ,EDIU, @F I0S*%U-*I@0 $ *%7-KI0D at secon ary an post; secon ary level
*herefore,
nee forC
$ systematic situation analysis $ e1ate an ialogue a1out relative %@EE5S/ an S*7*US of Ur u, English 5an regional languages/ $ improving +uality of teaching;learning of English in schools an BEIs
5,ansoor, 3>>:= %ahman, .88F= Shamim ! 7llen, 3>>>= Shamim ! *ri11le, 3>>:/
of the stu yC
GuestionsC
.. Bo2 o 1iAmultilingual learners e&perience the Ur u;English me ium ivi e in the conte&t of a higher e ucation institution in Pa#istan) 3. Bo2 o their e&periences 5an perceptions/ affect their esire to ac+uire an manage high an lo2;value language assets)
De!inition o! terms
Linguistic
assets: Eanguages are assigne value accor ing to the conte&t in 2hich they areuse ; so the same language may 1e consi ere high value in one conte&t an lo2;value in another
Methodolog*
Methodolog*
Purposive samplingC *hree stu ents from the English an Ur u me ium sections of the mass communications epartment 2ith varie linguistic 1ac#groun sAopportunities for learning English in school
$ English;me ium sectionC 3 stu ents 5Interme iate an 7 level trac#s each/ $ Ur u;me ium sectionC . stu ent
0arrative Intervie2ing
Data .nal*sis
Identity as analytic lens Four #in s of i entity
$ 0;i entity; a state 5 evelope from forces in nature/= also the #in of househol re social status in 2hich a chil is 1orn an 1rought up $ I;i entity;a position 5authorize 1y authorities 2ithin institutional/= also the #in of e ucational institution 5English;Ur u me ium/ to 2hich you 1elong $ D;i entity;an in ivi ual trait 5recognize in iscourseA ialogue 2ith HrationalI in ivi uals/ $ 7;i entity;e&periences 5share in the practice of Haffinity;groupsI/ 5Dee, 3>>>C .>>;.>9/
H7lthough I stu ie in @( levels till 9th gra e, I ha other cousins 2ho 2ere stu ying in reno2ne an prestigious schools li#e L an M. *hey use to 4u ge me ke ho2 much o you #no2 of English. 7n I on(t #no2 2hy 1ut they al2ays concentrate on this particular language an i not 2ant to 4u ge me on my Science capa1ilities, ,athematics capa1ilities. *hey al2ays 2ante to #no2 ke ho2 much English o you #no2. 7n 1asically I(m not a very goo spea#er. *hey use to +uestion me ke 2hat o you call chowkidar in English) *hey use to test me. "ecause their chil ren 2ere in much a vance schools. . . 'hen I 2as not a1le to ans2er their +uestions, I use to feel that I 2as not a goo person= I 2as not a goo learner. I 2as an or inary chil . I on(t #no2 anything. I use to feel li#e that.I
i n(t feel goo 2hen they 2ere +uestioning my capa1ilities. It 2as li#e they 2ere +uestioning my i entity.I Jre social classK
H@( levels 7( levels ki peRhai tu sab ko pata he ke e&pensive bhhe hoti he comparatively tu saat saat hazar, tu wo mi le class family jo kamati das hazar he, wo seven thousan agar apne sirf ek bache ki fees me~ de raha he, ho2 is it possi1le= wo survive kese kere~ ge) So ultimately status sym1ol ban gaya. No parents ker sakte he~, wo status wale he~. Tumhare parents nahi~ he~ bhhaee; tum interme iate ker rahi ho.I
5#ey 2or s spo#en in English have 1een highlighte /
H*hey JteachersK al2ays go for people 2ho can converse 1etter in English rather than my group.I
.-identit*
,ainly
has frien s H2ho are more incline to2ar s Ur uI Seems very impresse 2ith 7 level stu ents 7 1ri ge 1et2een English;me ium J7 levelK an Ur u;me ium stu ents in her ept.
.-Identit*
H . . . many people from the English section move to the Ur u section 1ecause it has no2 1ecome common that the Ur u me ia is 1oosting. So many stu ents shifte not on the 1asis of language 1ut 1ecause of the practical approach. Ur u stu ents are much 1etter at ,ass -ommunication a1ilities 1ecause they(re al2ays 2riting letters to Nang Ja lea ing ne2spaperK etc. 1ut 2e(re still at the elementary stuff.I
.-identit*
HI thin# I(m stan ing some2here in 1et2een JUr u an English;me iumK. I(m in the mi le. I(m more incline to2ar s Ur u 1ecause I on(t thin# I(m +ualifie enough, especially after entering ,ass -ommunication 2here . . . 2e have many 7 levels( stu ents. ,y school teachers use to encourage me that you(re goo at English, at least you are goo at English 1ut no2 that I(ve come to the university, things have change . I no2 feel that the competition is +uite tough. ,y voca1ulary nee s to 1e improve .I
the only one from amongst my group of frien sK 2ho has connections 2ith the 7 levels( stu ents as 2ell. @ther2ise, there(s a lot of space 1et2een the 7( levels stu ents an us JEnglish;me ium Interme iate trac# an Ur u;me ium stu entsK.I
H"asically 2henever I rea 7n4um 0iaz( articles, I have to #eep a ictionary on one si e an then rea it. I thin# that I o not use the language properly. Someho2, misuse of tenses happens an the only reason is my schooling. Ba their 1een a 1etter approach to2ar s English in my school, I 2oul (ve 2ritten 1etter articles. 'hen I go through these articles an see my o2n 2ritings, I fin huge ifferences.I
H,y el er 1rother al2ays 2ante me to master English language an it(s his 2ish that I enter Da2n 0e2s some ay. So I see myself in the English section, in the English me ia. ,y 1rother an sister are the only reasons 2hy I(m here right no2. ThhoRi si bhhe jo mujhhe ati he, wo un ki wajah se ati he. J'hatever little I #no2 is 1ecause of them.K Ba I listene to them an continue to practice, I 2oul have 1een much much 1etter. 'henever my 1rother calls me, he says HFatima, please improve your English.I Be(s really goo at it. Bis frien s are very impresse 2hen he converses in English.I
ense o! Loss(
HI
starte concentrating to2ar s English. Ur u I thought 2as my mother language= I(ll learn. I 2as 2rong enough. I thin# one should #no2, especially a 4ournalist. I(m an aspiring 4ournalist. So I shoul 1e mastering each an every language.I
More generall* 3 3 3
Social
class shapes learners( access to ifferent #in s of e ucational institutions an , therefore, their access to English 5an Ur u/ Differences in e ucational opportunities lea to linguistic ine+ualities, 2hich in turn, affect learners( perception of selfAothers an their future life chances
#onclusion 1tentative2
Different #in s of school types in Pa#istan lea to linguistic inequalities 2hich, in turn, help perpetuate social inequalities 5cf. 'illis, 'hy o 2or#ing class #i s 1ecome 2or#ing class)/ Bo2ever, some O iscourses of resistance( can 1e hear . 5see -anagara4ah, .888C33; 3F/
Ma4or #hallengeBo2 can linguistic ine+uality 1ase on parallel systems of e ucation 1e a resse , or more important, a more e+uita1le e ucation system evelope in Pa#istan)