Access to English in Pakistan: Inculcating Prestige and Leadership through Instruction in Elite Schools

Autor/in	Haidar, Sham
Titel	Access to English in Pakistan: Inculcating Prestige and Leadership through Instruction in Elite Schools
Quelle	In: International Journal of Bilingual Education and Bilingualism, 22 (2019) 7, S.833-848 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haidar, Sham)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2017.1320352
Schlagwörter	Foreign Countries; Case Studies; Phenomenology; English (Second Language); Second Language Learning; Language Attitudes; Social Status; Access to Education; Second Language Instruction; Sociolinguistics; Grounded Theory; Higher Education; Language of Instruction; Social Capital; Institutional Characteristics; Administrator Attitudes; Teacher Attitudes; Student Attitudes; Language Role; Language Fluency; Educational Environment; Creativity; Secondary School Students; Critical Thinking; Role Playing; Pakistan + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Phenomenological psychology; Phänomenologie; Psychologie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachverhalten; Sozialer Status; Education; Access; Bildung; Zugang; Bildungszugang; Fremdsprachenunterricht; Soziolinguistik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching language; Unterrichtssprache; Sozialkapital; Lehrerverhalten; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kreativität; Sekundarschüler; Kritisches Denken; Rollenspiel
Abstract	In Pakistan, English is one of the official languages and the language of higher education, a prerequisite for professional positions, and the most prestigious language. However, access to English may not be the same for people belonging to different socioeconomic statuses because of different school systems. There are different schools for the elites to which ordinary people have no access. This study explored access to English in different schools employing a qualitative design strategy, a phenomenological case study. Data were collected through participant observation in four different types of schools, through interviews of the administrators, teachers, and students. The symbolic power of language and sociolinguistics of English were used as theoretical framework. The data were coded and analyzed using constructivist grounded theory. The study found that English language instruction prepares students for variant social roles in different schools focusing on developing different linguistic resources and social capital, which perpetuate class structure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01