Historical Perspective and Current Practices of Language in Education Planning in Pakistan

Abstract

The present study seeks to explain the provision of education during the British colonial rule in the subcontinent and the extent to which Pakistani educational policies adhere to colonial legacies. This investigation concluded that Pakistan remains entangled in colonialism despite achieving independence. Pakistan's education system has been hindered in addressing its language in education needs due to the influence of the ruling class and their interests, which have prevented the country from achieving independence from colonial reasoning. Pakistan has to contend with neocolonialism via education which is stratified by economic class resulting in a concentration of opportunities among a tiny elite who possess proficiency in English. At the global level, there is a contention that utilizing a language of instruction that is not the learner's primary language poses a considerable obstacle to achieving high-quality education across all stages of education. In addition, it is more probable for children to attain proficiency in a second language if they acquire literacy skills in their primary language beforehand. Concerning the friction between Urdu, English, and other regional languages, there is a repeated imperative to advocate for the attainment of 'universal literacy' in one's mother tongue rather than considering one language at the expense of the other. The proposition is for education policies to adopt the concept of 'multilingualism,' leveraging indigenous resources to strengthen the establishment of Pakistan's national identity, which must be responsive to recognizing regional languages in formal education.