Disjunction between Language Policy and Children's Sociocultural Ecology--An Analysis of English-Medium Education Policy in Pakistan

Autor/inn/en	Manan, Syed Abdul; David, Maya Khemlani; Dumanig, Francisco Perlas
Titel	Disjunction between Language Policy and Children's Sociocultural Ecology--An Analysis of English-Medium Education Policy in Pakistan
Quelle	In: Language and Education, 29 (2015) 5, S.453-473 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2015.1046882
Schlagwörter	Educational Policy; Language of Instruction; Sociocultural Patterns; Mixed Methods Research; Principals; Teacher Attitudes; Administrator Attitudes; English (Second Language); Second Language Learning; Urdu; Interpersonal Communication; Foreign Countries; Family Environment; Disadvantaged; Rote Learning; Creativity; Critical Thinking; Parent Child Relationship; Learning Processes; Teaching Methods; Language Attitudes; Questionnaires; Linguistic Input; Participant Characteristics; Structured Interviews; Semi Structured Interviews; Pakistan + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; Soziokulturelle Theorie; Principal; Schulleiter; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Interpersonale Kommunikation; Ausland; Familienmilieu; Mechanisches Lernen; Kreativität; Kritisches Denken; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachverhalten; Fragebogen; Sprachbildung
Abstract	Sociocultural theory and constructionists propose that language learning is a socially and culturally mediated process, and they emphasize on social interaction. This study examines the amount of students' exposure to the school language to account for the link between English-medium policies in low-fee English-medium schools and children's sociocultural ecology. Employing a mixed methodology, the study draws samples (245 students, 8 teachers, and 11 school principals) from 11 schools in Pakistan. Sociocultural ecology denotes the languages students come into contact, either passive or active, in domains such as schools, homes, and via media. Results suggest that majority of children belong to uneducated or less-educated families whose exposure to English language is negligible through either reading material, social interaction, or via media. Urdu is the de facto language of interaction in schools. English is limited to occasional clichés, superficial norms, or cosmetic behavioral commands than genuine communication intent. Based on data and experts' views, study concludes that English language stands foreign to sociocultural ecologies of most children which results in several disadvantages--incomprehension of subject material, rote learning, reduced creativity/critical thinking, and parents' disengagement from the teaching/learning processes. We propose for a mother tongue-based multilingual policy for earlier stages of schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01