Access to English in Pakistan: A Source of Prestige or a Hindrance to Success

Autor/inn/en	Haidar, Sham; Fang, Fan
Titel	Access to English in Pakistan: A Source of Prestige or a Hindrance to Success
Quelle	In: Asia Pacific Journal of Education, 39 (2019) 4, S.485-500 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haidar, Sham) ORCID (Fang, Fan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2019.1671805
Schlagwörter	Foreign Countries; English (Second Language); Private Schools; Public Schools; Social Class; Second Language Instruction; Access to Education; Social Influences; Power Structure; Grade 10; Student Attitudes; Language Proficiency; Educational Resources; Language Fluency; Adjustment (to Environment); Institutional Characteristics; Low Income Students; Language of Instruction; Pakistan + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Private school; Privatschule; Public school; Öffentliche Schule; Social classes; Soziale Klasse; Fremdsprachenunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Sozialer Einfluss; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; Bildungsmittel; Teaching language; Unterrichtssprache
Abstract	Previous studies focusing on the role of English in developing countries have reached different conclusions. Some studies consider the English language to be beneficial for students' academic and professional development, while others claim that it affects students' progress and conceptual clarity and thus acts as a source of students' failure. While reaching to such conclusions, usually such studies involve students with either low or high socioeconomic status (SES). Drawing from the symbolic power of language and the sociolinguistics of globalization as a theoretical lens, this study involves participants from four types of schools in Pakistan: elite private, elite public, general private, and general public to have participants from different social classes. The study adopts a phenomenological case study design and constructivist grounded theory for data analysis, and finds that English is proving linguistic capital for elite school students. However, lack of opportunities to learn the English language in general schools may lead to failure of the students for not knowing English in education and professional life. Considering the dividing role of English in education, this paper concludes the need for empowering Urdu and other local languages, and reducing differences in English instruction to provide equal access to the English language for students in different schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01