scholarly journals Language Policy and the Use of English as the Medium of Instruction in Pakistan

2021 ◽  
Author(s):  
Saadia Mesti
Keyword(s):  
Language Policy ◽  
Mother Tongue ◽  
Language Planning ◽  
Medium Of Instruction ◽  
Language Policies ◽  
Linguistic Context ◽  
Implementation Challenges ◽  
Regional Language ◽  
The Government ◽  
Pluralist Approach

Pakistan is linguistically a diverse country. The language policies of successive governments resemble a kind of educational apartheid, where local languages have continuously been neglected. The paper reviews the various language policies in Pakistan, and then, critically examines the existing language policy, and its implications on medium of instruction. The analysis suggests that linguistic cohesion with multi-linguistic policies are needed to adopt a multi-lingual approach in language planning policy in Pakistan. A more pluralist approach to language planning and policy (the mother tongue and regional language for local/regional communication, Urdu for national use, and English for national and international communication) may present a range of implementation challenges. The study is significant because it will shade light on the linguistic situation in Pakistan, and on the government language policy. It will also try to figure out how Pakistan can develop an ecologically valid model for bi/multiliteracy for such complex linguistic context.

scholarly journals Language Policy and the Use of English as the Medium of Instruction in Pakistan

2021 ◽  
pp. 229-237
Author(s):  
Saadia Mesti
Keyword(s):  
Language Policy ◽  
Mother Tongue ◽  
Language Planning ◽  
Medium Of Instruction ◽  
Language Policies ◽  
Linguistic Context ◽  
Implementation Challenges ◽  
Regional Language ◽  
The Government ◽  
Pluralist Approach

Pakistan is linguistically a diverse country. The language policies of successive governments resemble a kind of educational apartheid, where local languages have continuously been neglected. The paper reviews the various language policies in Pakistan, and then, critically examines the existing language policy, and its implications on medium of instruction. The analysis suggests that linguistic cohesion with multi-linguistic policies are needed to adopt a multi-lingual approach in language planning policy in Pakistan. A more pluralist approach to language planning and policy (the mother tongue and regional language for local/regional communication, Urdu for national use, and English for national and international communication) may present a range of implementation challenges. The study is significant because it will shade light on the linguistic situation in Pakistan, and on the government language policy. It will also try to figure out how Pakistan can develop an ecologically valid model for bi/multiliteracy for such complex linguistic context.

Language policies for Hong Kong schools since 1997

2010 ◽  
Author(s):  
Vincent Kan ◽  
Bob Adamson
Keyword(s):  
Hong Kong ◽  
Secondary Schools ◽  
Language Policy ◽  
Mother Tongue ◽  
International Communication ◽  
National Language ◽  
Medium Of Instruction ◽  
Language Policies ◽  
Mother Tongue Education ◽  
Important Means

Francis of Education (print)/1474-8479 (online) Article 2010 Language in education debates in Hong Kong focus on the role and status of English (as the former colonial language and an important means for international communication); Cantonese, the mother tongue of the majority of the population; and Putonghua, the national language of China. This paper examines the language policy formulated in 1997–1998, and finds that it radically departed from previous policies by mandating the use of Cantonese as the medium of instruction in secondary schools. The paper then analyses two subsequent policy revisions and concludes that, while the tonal emphasis on mother-tongue education has remained, the policy revisions have reversed the language policy to previous practices that emphasised the importance of English.

scholarly journals Teachers’ Perception about English as a Medium of Instructions: Evidence from the Government Higher Secondary Schools of Sindh, Pakistan

2021 ◽  
Vol 11 (4) ◽  
pp. 362-371
Author(s):  
Abul Ala Mukhtar ◽  
Zafarullah Sahito ◽  
Abida Siddiqui
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Mother Tongue ◽  
Social Institutions ◽  
Medium Of Instruction ◽  
Structured Interviews ◽  
Common People ◽  
British Rule ◽  
The Government ◽  
Set Up

This case study inquires the perceptions and experiences of teachers about the English as a medium of instructions at government higher secondary schools of Warah city of Sindh, Pakistan. It witnesses that a large chunk of the population is diversified to use their provincial or regional languages as destined by socio-political heritage. Because English was remained a paramount part of educational context in Pakistan during British rule. In Sindh, students learn English from their teachers at their schools, who by no means really acquire the required proficiency in the English language. The research design undertaken was qualitative in nature and revolved around the semi structured interviews. English as a medium of instruction has a daunting and remarkable role to set to be set up across the globe. The mother tongue has the supreme role to play in the organized system of social institutions, which has massive resources of linguistics pouring down to the common people in the forms of superb streams of dialects with definite code of syntax, semantics and pragmatism. The extra reading materials with the support of technology, the English lessons can play a pivotal role to give internalization and adaptation of English language as a medium of instruction.

scholarly journals THE ROLE OF THE «MIZRACHI» POLITICAL PARTY IN THE DEVELOPMENT OF JEWISH PRIVATE SCHOOLING IN INTERWAR POLAND

2020 ◽  
Vol 33 ◽  
pp. 69-80
Author(s):  
Oksana RUDA
Keyword(s):  
Public Schools ◽  
Political Party ◽  
Jewish History ◽  
Mother Tongue ◽  
Educational Institutions ◽  
Medium Of Instruction ◽  
Jewish State ◽  
Interwar Poland ◽  
Jewish Students ◽  
The Government

The activity of the Jewish party «Mizrachi» in the 20s and the 30s of the 20th century, aimed at developing private Jewish schooling with Hebrew as the medium of instruction, is analyzed. In interwar Poland, Jewish students were deprived of the opportunity to receive primary education in public schools in the mother tongue as the medium of instruction, as government officials only partially implemented the Little Treaty of Versailles of 1919. The development of Jewish schooling was also complicated by the Polonization policy, the cultural and linguistic heterogeneity of Poland's Jews. Polish-speaking «szabasówka», who implemented a nationwide program of educating Jewish students in the spirit of loyalty to the government, facilitated their assimilation. That part of the Jewish community, which perceived these schools as an assimilation factor, actively participated in expanding the network of private Jewish schools with Yiddish or Hebrew mediums of instruction. An important part in the development of such religious and national educational institutions took the Mizrachi party, whose program principles combined the Jewish religious tradition with activities aimed at forming a Jewish state in Palestine. The author examines the activities of the Jewish cultural and educational societies «Jabne» and «Micyjon tejce Tora», which were cared for by «Mizrachi». The societies took part in establishing preschools, primary and secondary schools, teachers' seminaries, evening courses, public universities, reading clubs, libraries, and more. Both Judaic and secular subjects were taught in these educational institutions. Paying due attention to the teaching of Hebrew, Jewish literature, and Jewish history in schools helped preserve Jewish students' national identity. Keywords «Mizrachi» political party, Poland, cultural and educational societies, religious and national schools, Hebrew, Yiddish.

Mother Tongue in Indigenous Script as Medium of Instruction

2017 ◽  
Vol 14 (1) ◽  
pp. 71-89
Author(s):  
Ruchira Das
Keyword(s):  
Cultural Heritage ◽  
Formal Education ◽  
West Bengal ◽  
Mother Tongue ◽  
Medium Of Instruction ◽  
Tribal Community ◽  
Level Of Education ◽  
Primary Level ◽  
The Government ◽  
The City

Olchiki is the indigenous script of Santals, a dominant tribal community of West Bengal, formulated to promote and represent ‘adi’ cultural heritage and traditions in their mother tongue Santali. The script was recognised by the Government of West Bengal in 1978 and was introduced at the primary level of education. However, there have been contestations around its appropriateness as the medium of instruction for the migrant tribal community in the emerging context of the city and globalisation. These discourses have led to the formation of two distinct groups—those who support the introduction of Santali language in Olchiki as a means to formal education and those who resist usage of its script for schooling. In my article, I will present these conflicting views prevailing among the migrant Santals of a settlement called Santragachi, in Kolkata.

PEMBELAJARAN BAHASA DAN SASTRA DAERAH SEBAGAI WAHANA PENDIDIKAN KARAKTER BANGSA (LEARNING REGIONAL LANGUAGE AND LITERATURE AS A MEANS OF EDUCATION OF NATIONAL CHARACTER)

2018 ◽  
Vol 3 (1) ◽  
pp. 19
Author(s):  
A. Syukur Ghazali
Keyword(s):  
Mother Tongue ◽  
Regional Literature ◽  
Local Language ◽  
Religious Traditions ◽  
Regional Language ◽  
Language And Literature ◽  
Political Idea ◽  
The Government ◽  
Moral Stance ◽  
Selection Of

AbstractLearning Regional Language and Literature as a Means of Education of NationalCharacter. Learning the language and literature to be a vehicle for cultural educationand the nation’s character is based on the view that language and literature has thepotential to become an institution that gives hope for people to talk about the ultimatereality of life. An imaginative literary works offer a rich selection of possibilities aboutthe structure of complex life. Michael Novak (Lickona, 1991: 50) states that the elementsforming the moral attitude can be traced to religious traditions, literature-based storiesof local culture (indegeneous), policy advice (sage), and a view of life that flows figureshereditary historically through discourse language and literature. More than that, themight of the local language as the medium of education has been proved empirically byIndia and Thailand who use writing as writing Hindi and Thai official. Even Singh(2010), an international seminar on retention native language, India explains that thestate establish a political idea, not a linguistically formulated Hindi language. Thisdesignation aims to make the “mother tongue Becomes a rallying point for groups ofpeople to unite and express their solidarity more as a political entity.” Therefore, theintention of the government to establish policies and conduct conservation programs inthe local language of each province, as well as through literature, is key to theimplementation of this idea.Keywords: literature as forming the moral stance, regional literature, governmentgoodwillAbstrakPembelajaran Bahasa dan Sastra Daerah sebagai Wahana Pendidikan KarakterBangsa. Pembelajaran bahasa dan sastra untuk menjadi wahana pendidikan budayadan karakter bangsa didasarkan pada pandangan bahwa bahasa dan sastra berpotensiuntuk menjadi institusi yang memberi harapan bagi manusia untuk berbicara tentangrealitas kehidupan yang hakiki. Karya sastra merupakan tawaran imajinatif yang kayadengan pilihan kemungkinan tentang struktur kehidupan yang kompleks. Michael Novak(Lickona, 1991: 50) menyatakan bahwa unsur pembentuk sikap moral bisa dilacakdari tradisi keagamaan, cerita sastra berbasis kebudayaan lokal (indegeneous), nasihatkebijakan (sage), dan pandangan hidup tokoh yang mengalir secara turun-temurunsecara historis melalui wacana bahasa dan sastra. Lebih dari itu, keperkasaan bahasadaerah sebagai medium pendidikan telah dibuktikan secara empirik oleh India danThailand yang menggunakan tulisan Hindi dan Thai sebagai tulisan resmi negara.Bahkan Singh (2010), dalam seminar internasional tentang pemertahanan bahasa ibu,menjelaskan bahwa negara India menetapkan gagasan politis, bukan merumuskanbahasa Hindi secara linguistik. Penetapan ini bertujuan untuk menjadikan “mother20tongue becomes a rallying point for group of people to unite and express their solidaritymore as a political entity”. Oleh karena itu, niat baik pemerintah untuk menetapkankebijakan dan melakukan program pelestarian bahasa daerah di wilayah propinsimasing-masing, juga melalui sastra, merupakan kunci bagi terlaksananya gagasanini.Kata-kata kunci: sastra sebagai pembentuk sikap moral, sastra daerah, niat baikpemerintah

scholarly journals Educational Reforms and Language Planning Quandary in Algeria: An Illustration with Arabization

2019 ◽  
Vol 15 (1) ◽  
pp. 27-47
Author(s):  
Ikhlas Gherzouli
Keyword(s):  
Language Policy ◽  
Policy Development ◽  
Linguistic Diversity ◽  
Language Planning ◽  
Educational Reforms ◽  
Language Planning And Policy ◽  
Current State ◽  
The Government ◽  
Policy And Planning ◽  
The Impact

Summary The paper aims to present a critical review of language policy development in Algeria since its independence (1962) to present time. It takes the policy of Arabization, an important turning point in Algerian history that was troubled with serious problems, as an example of language planning in the country. Data was gathered from policy documents, laws, and newspaper articles. It was then coded into themes before it was analysed employing a documentary research method. To provide a methodical discussion, the first part of the paper explores language policy and planning in Algeria. The second part discusses the impact of Arabization on the country’s current state of policy development in light of the debates over the national educational reforms of 2003. The third part highlights the quandary that language planners face during the processes of language planning and policy making. Lastly, the paper concludes with an evaluation of the process of language policy development in the country. The paper argues that in order to foster sustainable multilingualism and achieve effective educational reforms, a keener recognition of Algerian linguistic diversity by the government is imperative.

scholarly journals Curriculum Implementation Challenges and Private Education in Nigeria

2021 ◽  
Vol 9 (9) ◽  
pp. 1325-1330
Author(s):  
Haruna Audu Tukurah
Keyword(s):  
Private Education ◽  
Curriculum Implementation ◽  
Mother Tongue ◽  
Thinking Skills ◽  
Community Context ◽  
Historical Study ◽  
Implementation Challenges ◽  
Educational Curriculum ◽  
Management Procedures ◽  
The Government

Abstract: Nigeria’s population is over 180 million by estimation. It is not out of place to assume that she is one of the fastest growing populations in the world. In as much as she celebrates her status as the giant of Africa, her place as ‘a giant’ calls for a reflective thought at the rate with which her educational curriculum operates mainly in paper forms. On the issue of the private education, many challenges such as; shortage of qualified teachers without in-service training, structures and infrastructures, interaction with the government for gaining approval, extortion of illegal school tax from proprietors, lack of formal school management procedures like business plans, records and accountability etcetera. The culmination of the above issues is enormous. However, this paper seeks to argue on the negative effects of the 3Rs (rote learning approach) on the Nigerian learners that is promoting poverty and operation. The paper does that using a historical study to suggest for a curriculum that will liberate the Nigerian child, encourage problem solving (critical thinking skills), looks at the implication of the goodwill of a centralized educational curriculum that Nigerian early educational elites partly proposed with the oil boom in mind, the alternative way forward now that the oil has gone low. The paper goes forward to touch on the need to decentralize the educational system and give autonomy for each state to define her community context and design a curriculum that will address her context using the child’s mother tongue for contextualized knowledge that will not sever the child from his/her moral/cultural norms considering how fast they are disappearing. Keywords: Curriculum, Implementation, Context, Mother Tongue, Private Education.

scholarly journals The Ukrainian language in the polylingual space of Transcarpathia

2021 ◽  
pp. 3-19
Author(s):  
Halyna Shumytska ◽  
Keyword(s):  
Language Policy ◽  
Linguistic Diversity ◽  
Mother Tongue ◽  
The State ◽  
Border Region ◽  
National Minority ◽  
Minority Languages ◽  
Language Policies ◽  
Political Situation ◽  
State Language

This article explores trends in language policies in the Transcarpathian region during 1991–2020 within the general Ukrainian sociopolitical context. It is argued that the status of the Ukrainian language as the state language in the region has become strengthened as evidenced by recent developments in language planning and language policy, including the adoption of the Law “On Ensuring the Functioning of the Ukrainian Lan-guage as the Official Language”. However, the manipulation of the language question in Ukraine, especially in the border regions, has taken on a political character, spreading beyond the borders of the state, threatening the constitutional order and the state sovereignty of Ukraine, in particu-lar in education, economics, and legal sphere. In Transcarpathia, a multi-ethnic border region in the extreme west of Ukraine, warrants attention of both scholars and politicians. This article looks into the changes in the Ukrainian language policies in the local state administration, and the importance of the Ukrainian president office in this regard. Specific features of the linguo-political situation in Transcarpathia, viewed at different periods of its development from the independence of Ukraine in 1991 on-ward, are presented. This study determines the role of the media in shaping a regional linguo-political situation, including the Internet media language space. The paper provides data of a comprehensive analy-sis of the results of the 2017–2019 external independent evaluation as an indicator of language competence of the participants of EIE, the results of research on the perception of educational language innovations in the region through a survey of different categories of respondents during 2018, the monitoring of experimental experience in implementing elements of multilingual edu-cation in educational institutions in Ukraine, particularly in Transcarpathia. The author outlines prospects for continued research in the framework of the project “Debat ing Linguistic Diversity: Managing National Minority Languages in Ukraine and Russia” (2020–2023). Keywords: language policy, language situation, state language, mother tongue, minority language, multilingual education, mass media.

Language planning and language policy in Sardinia

2018 ◽  
Vol 42 (1) ◽  
pp. 70-88
Author(s):  
Rosangela Lai
Keyword(s):  
Language Policy ◽  
Language Planning ◽  
Minority Language ◽  
Language Policies ◽  
Political Movement ◽  
Autonomous Region ◽  
The Status ◽  
Development Of Language ◽  
Key Steps

Abstract In 1999, the Italian Republic acknowledged the status of Sardinian as a minority language. Since then the Autonomous Region of Sardinia has been committed to the development of language policies for Sardinian. A regional law approved in 1997 adopted the aim of promoting the different varieties of the languages spoken in Sardinia. The goals changed substantially when the Region adopted for its language planning activities the ideas of a cultural-political movement known as Movimentu Linguisticu Sardu, and appointed an activist Director of the Bureau of the Sardinian Language. This article presents and discusses the key steps in the last decade of language planning: the proposals, their development and consequences.

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