1.133732!Fauzia ShamimLinguistic Inequalities UEA Sept 09

8/12/2019 1.133732!Fauzia ShamimLinguistic Inequalities UEA Sept 09

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Linguistic Inequalities:Linguistic Inequalities:The Urdu-English MediumThe Urdu-English Medium

Divide in PakistanDivide in PakistanDr Fauzia ShamimDr Fauzia Shamim

Professor, Dept of EnglishProfessor, Dept of English

University of Karachi, KarachiUniversity of Karachi, Karachi

[email protected]@yahoo.com
mailto:[email protected]:[email protected]:[email protected]


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OutlineOutline

Introuction ! "ac#grounIntrouction ! "ac#groun$ %ole an status of Uru an English%ole an status of Uru an English

$ Eucational conte&t in Pa#istanEucational conte&t in Pa#istan

$ 'hat(s the issue)'hat(s the issue) *he stuy*he stuy

$ %esearch +uestions%esearch +uestions

$ ethoologyethoology$ Preliminary finingsPreliminary finings

-onclusion-onclusion


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Role and tatus o! Di!!erentRole and tatus o! Di!!erent

Language in PakistanLanguage in Pakistan

/ *he 0ational language of Pa#istan is Uru an/ *he 0ational language of Pa#istan is Uru anarrangements shall 1e mae for its 1eing use for officialarrangements shall 1e mae for its 1eing use for officialan other purposes 2ithin fifteen years from thean other purposes 2ithin fifteen years from thecommencing ay.commencing ay.

3/ Su14ect to clause 5/ the English language may 1e use3/ Su14ect to clause 5/ the English language may 1e usefor official purposes until arrangements are mae for itsfor official purposes until arrangements are mae for itsreplacement 1y Uru.replacement 1y Uru.

6/ 'ithout pre4uice to the status of the 0ational language,6/ 'ithout pre4uice to the status of the 0ational language,a Provincial 7ssem1ly may 1y la2 prescri1e measures fora Provincial 7ssem1ly may 1y la2 prescri1e measures forthe teaching, promotion an use of a provincial language inthe teaching, promotion an use of a provincial language inaition to the national language 5-onstitution of Pa#istan,aition to the national language 5-onstitution of Pa#istan,896, 7rticle 3:/.896, 7rticle 3:/.


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Role and tatus o! Urdu " EnglishRole and tatus o! Urdu " English

UruUru; national language an lingua franca; national language an lingua franca5* of only 9


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Educational #onte$t in PakistanEducational #onte$t in Pakistan

chool levelchool level

*hree parallel systems of eucation*hree parallel systems of eucation$ Uru;meium schools 5mainly state operate/Uru;meium schools 5mainly state operate/

$ English;meium schools 5mainly private/English;meium schools 5mainly private/ ElitistElitist 0on;elitist 5so;calle English;meium/0on;elitist 5so;calle English;meium/

$ arassahs 5mainly 7ra1ic/arassahs 5mainly 7ra1ic/

5%ahman, 3>>?/5%ahman, 3>>?/

*2o trac#s 2ithin English;meium*2o trac#s 2ithin English;meium$ A7 levelA7 level

$ atricAintermeiateatricAintermeiate


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Educational #onte$t in PakistanEducational #onte$t in Pakistan

%igher Education%igher Education EnglishEnglishis the meium of instruction in allis the meium of instruction in all

prestigiousprestigious privateprivatehigher eucationhigher eucation

institutions 5BEIs/institutions 5BEIs/

"oth"oth English 70D UruEnglish 70D Uruallo2e as meiumallo2e as meiumof instruction inof instruction in pu1licpu1licsector BEIssector BEIs

*e&t1oo#s an other reaing material*e&t1oo#s an other reaing material

mainly availa1le in English, particularly inmainly availa1le in English, particularly in

Sciences, "usiness Stuies etc.Sciences, "usiness Stuies etc.

5see also ansoor, 3>>: ! Shamim, 3>>9/5see also ansoor, 3>>: ! Shamim, 3>>9/


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Higher Education CommissionsHigher Education Commissions

ELT reforms projectELT reforms project

envisages revolutionizing the socio-economic indicators ofenvisages revolutionizing the socio-economic indicators ofPakistan and will contribute considerably to supplement thePakistan and will contribute considerably to supplement the

efforts of government to improve the standard of higherefforts of government to improve the standard of higher

education and scientific learning.education and scientific learning.

will help the graduates of public sector universities andinstitutions of higher learning, to compete for good jobs in

Pakistan.

5SourceC 222.hec.gov.p#/


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&hat's the issue(&hat's the issue(

Tayyab Zaidi

[email protected]

Bole keh labb aazad hainterey

Bole keh jaan abb tak teri

hai

Tayyab Zaidi

[email protected]

Bole keh labb aazad hainterey

Bole keh jaan abb tak teri

hai


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&hat's the issue(&hat's the issue(

Linguistic (and social) inequalityLinguistic (and social) inequalitymeiate through #ins ofmeiate through #ins ofeucational institutions, aneucational institutions, an

eucational practices in Pa#istaneucational practices in Pa#istan

$ EDIU F I0S*%U-*I0EDIU F I0S*%U-*I0

$ *%7-KI0 at seconary an post;*%7-KI0 at seconary an post;seconary levelseconary level


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*herefore, nee forC$systematic situation analysis

$e1ate an ialogue a1out relative

%E5S/ an S*7*US of Uru, English5an regional languages/

$ improving +uality of teaching;learning ofEnglish in schools an BEIs

5ansoor, 3>>:= %ahman, 88= Shamim ! 7llen, 3>>>=Shamim ! *ri11le, 3>>:/


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The )resent stud*The )resent stud*

7im of the stuyC

*o e&plore learners( perceptions ane&perience of the Uru;English meium

ivie in Pa#istan


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The )resent stud*The )resent stud*

%esearch GuestionsC%esearch GuestionsC

. Bo2 o 1iAmultilingual learners. Bo2 o 1iAmultilingual learners

e&perience the Uru;English meiume&perience the Uru;English meium

ivie in the conte&t of a higherivie in the conte&t of a highereucation institution in Pa#istan)eucation institution in Pa#istan)

3. Bo2 o their e&periences 5an3. Bo2 o their e&periences 5an

perceptions/ affect their esire toperceptions/ affect their esire toac+uire an manage high an lo2;valueac+uire an manage high an lo2;value

language assets)language assets)


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De!inition o! termsDe!inition o! terms

Linguistic assets:Linguistic assets:

anguages are assigne valueanguages are assigne valueaccoring to the conte&t in 2hichaccoring to the conte&t in 2hich

they areuse; so the same languagethey areuse; so the same language

may 1e consiere high value in onemay 1e consiere high value in one

conte&t an lo2;value in anotherconte&t an lo2;value in another


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Methodolog*Methodolog*

Setting:Setting:7 large pu1lic sector university in7 large pu1lic sector university in

Karachi, Pa#istanKarachi, Pa#istan

$ "ilingual language policy"ilingual language policy

$ English is the ominant language in SciencesEnglish is the ominant language in Sciences5an other high profile epartments in Social5an other high profile epartments in Social

Sciences such as I%/= Uru is mainly use inSciences such as I%/= Uru is mainly use in

lo2 profile epartmentslo2 profile epartments

$ "ilingual classroom iscourse in 7 epts"ilingual classroom iscourse in 7 epts$ ass -om epartment; *2o separate sections,ass -om epartment; *2o separate sections,

i.e., English an Uru;meiumi.e., English an Uru;meium


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Universit* o! +arachiUniversit* o! +arachi

,ilingual )olic*,ilingual )olic*


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Methodolog*Methodolog*

Purposive samplingC *hree stuents fromPurposive samplingC *hree stuents fromthe English an Uru meium sections ofthe English an Uru meium sections ofthe mass communications epartmentthe mass communications epartment2ith varie linguistic2ith varie linguistic1ac#grounsAopportunities for learning1ac#grounsAopportunities for learningEnglish in schoolEnglish in school$ English;meium sectionEnglish;meium sectionC 3 stuentsC 3 stuents

55IntermeiateIntermeiate an 7 level trac#s each/an 7 level trac#s each/

$ Uru;meium sectionC stuentUru;meium sectionC stuent

0arrative Intervie2ing0arrative Intervie2ing


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Data .nal*sisData .nal*sis

Identity as analytic lensIdentity as analytic lens Four #ins of ientityFour #ins of ientity

$ 0;ientity; a state 5evelope from forces in nature/=0;ientity; a state 5evelope from forces in nature/=also the #in of househol re social status in 2hich aalso the #in of househol re social status in 2hich a

chil is 1orn an 1rought upchil is 1orn an 1rought up$ I;ientity;a position 5authorize 1y authorities 2ithinI;ientity;a position 5authorize 1y authorities 2ithininstitutional/= also the #in of eucational institutioninstitutional/= also the #in of eucational institution5English;Uru meium/ to 2hich you 1elong5English;Uru meium/ to 2hich you 1elong

$ D;ientity;an iniviual trait 5recognize inD;ientity;an iniviual trait 5recognize iniscourseAialogue 2ith Hrational iniviuals/iscourseAialogue 2ith Hrational iniviuals/

$ 7;ientity;e&periences 5share in the practice of7;ientity;e&periences 5share in the practice ofHaffinity;groups/Haffinity;groups/

5ee, 3>>>C >>;>9/5ee, 3>>>C >>;>9/

D i h lD i h l


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During school *earsDuring school *ears

/arina's I-identit*/arina's I-identit*

English mediumEnglish medium

HHera 4o school thha 2o English meium #eera 4o school thha 2o English meium #e

naam se 4ana 4ata he Jmy school is #no2nnaam se 4ana 4ata he Jmy school is #no2n

as an English;meium schoolas an English;meium school

JBo2ever, no focus in school on evelopingJBo2ever, no focus in school on eveloping

linguistic s#ills ; learnt English mainly atlinguistic s#ills ; learnt English mainly athome through help ! encouragement fromhome through help ! encouragement from

oler si1lingsoler si1lings


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D-identityD-identity

English: a high value asset inEnglish: a high value asset in

construction of D-Identityconstruction of D-Identity

HHI 2as the ice cany for my teachers, for myI 2as the ice cany for my teachers, for my

English teachers especially. . . . I 2asEnglish teachers especially. . . . I 2asal2ays raising my han, ans2eringal2ays raising my han, ans2ering

+uestions, 2riting goo character+uestions, 2riting goo character

s#etches. *here 2as iscrimination. *heys#etches. *here 2as iscrimination. *hey

Jthe teachers use to li#e me 1etter. irlsJthe teachers use to li#e me 1etter. irls2ante me to rea out.2ante me to rea out.


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D-identit*D-identit*

HHI in(t feel goo 2hen they 2ereI in(t feel goo 2hen they 2ere

+uestioning my capa1ilities.+uestioning my capa1ilities. It 2asIt 2as

li#e they 2ere +uestioning myli#e they 2ere +uestioning my

ientityientity. Jre social class. Jre social class


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0-identit*: /amil* income0-identit*: /amil* income

" its role in learning English" its role in learning English

HI can tell from my chilhoo e&perience that a lotepens on your schooling. If your schooling has1een goo you(re efinitely going to ma#e it. If

you have ha your schooling in the Englishlanguage you 2ill efinitely thrive.Mou 2illefinitely get proficiency in English.7n Iac#no2lege that there is a lot of ifference inschooling. y friens 2ho on(t #no2 English;

they in(t have goo schooling. ine 2asrelatively 1etter;4ust relatively 1etter;less that 7level stuents. 5*ranslate/


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0-identit*: /amil* income0-identit*: /amil* income

" its role in learning English" its role in learning English HH( levels 7( levels( levels 7( levelski peRhai tu sab ko pata he keki peRhai tu sab ko pata he ke

e&pensivee&pensivebhhe hoti hebhhe hoti hecomparativelycomparatively tu saattu saatsaat hazar, tu wosaat hazar, tu womile class familymile class familyjo kamatijo kamatidas hazar he, wodas hazar he, woseven thousanseven thousanagar apne sirfagar apne sirf

ek bache kiek bache kifeesfeesme~ de raha heme~ de raha he,, ho2 is itho2 is itpossi1lepossi1le== wowosurvivesurvivekese kere~ gekese kere~ ge) So) Soultimatelyultimately status sym1olstatus sym1olban gayaban gaya. No. No parentsparentskerkersakte he~, wosakte he~, wostatusstatuswale he~.wale he~.TumhareTumhareparentsparentsnahi~ he~ bhhaee; tumnahi~ he~ bhhaee; tumintermeiateintermeiateker rahiker rahi

hoho..

5#ey 2ors spo#en in English have 1een highlighte/5#ey 2ors spo#en in English have 1een highlighte/


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Universit* level: #hanging identitiesUniversit* level: #hanging identities

I-identity: English-medium [Matriculation andI-identity: English-medium [Matriculation andIntermediate trac!Intermediate trac!

HH*hey J7 levels stream are entirely ifferent people.*hey J7 levels stream are entirely ifferent people.I on(tI on(t#no2 for 2hat reason. . . .#no2 for 2hat reason. . . . *hey consier it as a privilege to*hey consier it as a privilege to1e there= to learn English1e there= to learn English= to learn Sciences 1etter= to learn= to learn Sciences 1etter= to learnavance athematics . . . they consier usavance athematics . . . they consier us kekematriculationmatriculationkekestuents=stuents= kia aage in kyakia aage in kyafuturefuture heheJthey thin#Jthey thin#matriculation stuents o not have a 1right future So Imatriculation stuents o not have a 1right future So Ithin# that is the 1arrier. . . . y frien has got amission atthin# that is the 1arrier. . . . y frien has got amission atI"7 1ut he(s not satisfie 2ith it. For an intermeiateI"7 1ut he(s not satisfie 2ith it. For an intermeiatestuent, it(s a privilege to 1e an I"7 grauate, oing ""7stuent, it(s a privilege to 1e an I"7 grauate, oing ""7

from there. *hey thin# that you #no2 2e havefrom there. *hey thin# that you #no2 2e haveopportunities,opportunities, bahar jane kibahar jane kiJto go a1oar.Jto go a1oar. 'e J7 levels'e J7 levelsstream are privilege= you Jintermeiate stream are not.stream are privilege= you Jintermeiate stream are not.


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Universit* level: #hanging identitiesUniversit* level: #hanging identities

"onstruction of D- identity in relation to"onstruction of D- identity in relation tocurrent and future life chancescurrent and future life chances

HHJin the English class, there are very fe2Jin the English class, there are very fe2stuents 2ho are proficient in English. *hey(restuents 2ho are proficient in English. *hey(re

one year oler to me 1ecause 7 levels stuentsone year oler to me 1ecause 7 levels stuentsare al2ays one year oler so they have gooare al2ays one year oler so they have goovoca1ulary 1ecause they have gone through S7*voca1ulary 1ecause they have gone through S7*preparations an IE*S as 2ell.preparations an IE*S as 2ell.

HH*hey Jteachers al2ays go for people 2ho can*hey Jteachers al2ays go for people 2ho canconverse 1etter in English rather than my group.converse 1etter in English rather than my group.


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.-identit*.-identit*

ainly has friens H2ho are moreainly has friens H2ho are more

incline to2ars Uruincline to2ars Uru

Seems very impresse 2ith 7 levelSeems very impresse 2ith 7 level

stuentsstuents

7 1rige7 1rige1et2een English;meium J71et2een English;meium J7

level an Uru;meium stuents inlevel an Uru;meium stuents in

her ept.her ept.


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.-Identit*.-Identit*

HH . . . many people from the English. . . many people from the Englishsection move to the Uru section 1ecausesection move to the Uru section 1ecauseit has no2 1ecome common that the Uruit has no2 1ecome common that the Urumeia is 1oosting. So many stuentsmeia is 1oosting. So many stuentsshifte not on the 1asis of language 1utshifte not on the 1asis of language 1ut1ecause of the practical approach. Uru1ecause of the practical approach. Urustuents are much 1etter at assstuents are much 1etter at ass-ommunication a1ilities 1ecause they(re-ommunication a1ilities 1ecause they(re

al2ays 2riting letters to Nang Ja leaingal2ays 2riting letters to Nang Ja leaingne2spaper etc. 1ut 2e(re still at thene2spaper etc. 1ut 2e(re still at theelementary stuff.elementary stuff.


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.-identit*.-identit*

HHI thin# I(m staning some2here inI thin# I(m staning some2here in1et2een JUru an English;meium. I(m1et2een JUru an English;meium. I(min the mile.in the mile.I(m more incline to2arsI(m more incline to2arsUru 1ecause I on(t thin# I(m +ualifieUru 1ecause I on(t thin# I(m +ualifie

enough, especially after entering assenough, especially after entering ass-ommunication 2here . . . 2e have many-ommunication 2here . . . 2e have many7 levels( stuents. y school teachers7 levels( stuents. y school teachersuse to encourage me that you(re goo atuse to encourage me that you(re goo atEnglish, at leastEnglish, at least youyou are goo at Englishare goo at English

1ut no2 that I(ve come to the university,1ut no2 that I(ve come to the university,things have change. I no2 feel that thethings have change. I no2 feel that thecompetition is +uite tough. y voca1ularycompetition is +uite tough. y voca1ularynees to 1e improve.nees to 1e improve.


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#rossing the Language 1ocial2#rossing the Language 1ocial2

,arrier,arrier

HHI(m the only one from amongst myI(m the only one from amongst my

group of friens 2ho hasgroup of friens 2ho has

connections 2ith the 7 levels(connections 2ith the 7 levels(

stuents as 2ell. ther2ise, there(sstuents as 2ell. ther2ise, there(sa lot of space 1et2een the 7( levelsa lot of space 1et2een the 7( levels

stuents an us JEnglish;meiumstuents an us JEnglish;meium

Intermeiate trac# an Uru;meiumIntermeiate trac# an Uru;meiumstuents.stuents.


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/arina's )erce)tion o! her English/arina's )erce)tion o! her English

)ro!icienc*)ro!icienc*HH"asically 2henever I rea 7n4um 0iaz("asically 2henever I rea 7n4um 0iaz(

articles, I have to #eep a ictionary on onearticles, I have to #eep a ictionary on one

sie an then rea it. I thin# that I o notsie an then rea it. I thin# that I o not

use the language properly. Someho2,use the language properly. Someho2,misuse of tenses happens an the onlymisuse of tenses happens an the only

reason is my schooling. Ba their 1een areason is my schooling. Ba their 1een a

1etter approach to2ars English in my1etter approach to2ars English in my

school, I 2oul(ve 2ritten 1etter articles.school, I 2oul(ve 2ritten 1etter articles.'hen I go through these articles an see'hen I go through these articles an see

my o2n 2ritings, I fin huge ifferencesmy o2n 2ritings, I fin huge ifferences..


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/uture as)irations/uture as)irations

Im)roving English Language killsIm)roving English Language kills HHy eler 1rother al2ays 2ante me to mastery eler 1rother al2ays 2ante me to master

English language an it(s his 2ish that I enterEnglish language an it(s his 2ish that I enterDa2n 0e2s some ay. So I see myself in theDa2n 0e2s some ay. So I see myself in theEnglish section, in the English meiaEnglish section, in the English meia. y 1rother. y 1rother

an sister are the only reasons 2hy I(m here rightan sister are the only reasons 2hy I(m here rightno2.no2. ThhoRi si bhhe jo mujhhe ati he, wo un kiThhoRi si bhhe jo mujhhe ati he, wo un kiwajah se ati hewajah se ati he. J'hatever little I #no2 is. J'hatever little I #no2 is1ecause of them. Ba I listene to them an1ecause of them. Ba I listene to them ancontinue to practice, I 2oul have 1een muchcontinue to practice, I 2oul have 1een much

much 1etter. 'henever my 1rother calls me, hemuch 1etter. 'henever my 1rother calls me, hesays HFatima, please improve your English. Be(ssays HFatima, please improve your English. Be(sreally goo at it. Bis friens are very impressereally goo at it. Bis friens are very impresse2hen he converses in English.2hen he converses in English.


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ense o! Loss(ense o! Loss(

HHI starte concentrating to2arsI starte concentrating to2ars

English. Uru I thought 2as myEnglish. Uru I thought 2as my

mother language= I(ll learn. I 2asmother language= I(ll learn. I 2as

2rong enough. I thin# one2rong enough. I thin# one shouldshould#no2, especially a 4ournalist. I(m an#no2, especially a 4ournalist. I(m an

aspiring 4ournalist. So I shoul 1easpiring 4ournalist. So I shoul 1e

mastering each an every language.mastering each an every language.


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More generall* 3 3 3More generall* 3 3 3

Social class shapes learners( accessSocial class shapes learners( accessto ifferent #ins of eucationalto ifferent #ins of eucationalinstitutions an, therefore, theirinstitutions an, therefore, their

access to English 5an Uru/access to English 5an Uru/Differences in eucationalDifferences in eucational

opportunities lea to linguisticopportunities lea to linguisticine+ualities, 2hich in turn, affectine+ualities, 2hich in turn, affectlearners( perception of selfAotherslearners( perception of selfAothersan their future life chancesan their future life chances


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#onclusion 1tentative2#onclusion 1tentative2

Different #ins of school types in Pa#istanDifferent #ins of school types in Pa#istan

lea tolea to linguistic inequalitieslinguistic inequalities2hich, in2hich, in

turn, help perpetuateturn, help perpetuate social inequalitiessocial inequalities

5cf. 'illis, 'hy o 2or#ing class #is5cf. 'illis, 'hy o 2or#ing class #is1ecome 2or#ing class)/1ecome 2or#ing class)/

Bo2ever, some Oiscourses of resistance(Bo2ever, some Oiscourses of resistance(

can 1e hear. 5see -anagara4ah, 888C33;can 1e hear. 5see -anagara4ah, 888C33;

3/3/


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Ma4or #hallengeMa4or #hallenge

Bo2 can linguistic ine+uality 1ase onBo2 can linguistic ine+uality 1ase on

parallel systems of eucation 1eparallel systems of eucation 1e

aresse, or more important, aaresse, or more important, a

more e+uita1le eucation systemmore e+uita1le eucation system

evelope in Pa#istan)evelope in Pa#istan)


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1.133732!Fauzia ShamimLinguistic Inequalities UEA Sept 09

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