Language Policy and Planning in the Teaching of Native Languages in Pakistan

Autor/inn/en	Bazai, Zia ur Rehman; Manan, Syed Abdul; Pillai, Stefanie
Titel	Language Policy and Planning in the Teaching of Native Languages in Pakistan
Quelle	In: Current Issues in Language Planning, 24 (2023) 3, S.293-311 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bazai, Zia ur Rehman) ORCID (Manan, Syed Abdul) ORCID (Pillai, Stefanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1466-4208
DOI	10.1080/14664208.2022.2088972
Schlagwörter	Foreign Countries; Language Planning; Native Language Instruction; Language Teachers; Teacher Attitudes; Thinking Skills; Academic Achievement; Public Schools; Barriers; Language Attitudes; Educational Policy; Policy Formation; Sociolinguistics; Multilingualism; Pakistan + Suchen Sie Ihr Suchwort? Ausland; Sprachwechsel; Native language education; Muttersprachlicher Unterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Denkfähigkeit; Schulleistung; Public school; Öffentliche Schule; Sprachverhalten; Politics of education; Bildungspolitik; Politische Betätigung; Soziolinguistik; Mehrsprachigkeit; Multilingualismus
Abstract	The teaching of native languages is seen as being key to the development of cognitive skills, better academic performance in early grades and a resource for linguistic (re)vitalization and cultural revival. This study examines the institutional challenges in teaching and learning native languages in Pakistan. The study uses teachers' agency through the public sphere paradigm as a theoretical framework to investigate the concerns and opinions of teachers and their agency regarding the challenges to native languages policy. The majority of teachers overwhelmingly support native languages, and endorse their importance in education, particularly in the development of cognitive skills and better academic performance. However, several institutional challenges hold back the teaching of native languages in public schools in Pakistan. The participants argue that native languages need an effective language-in-education policy. In addition, students, teachers and parents are not likely to deem native languages as resources until they gain some economic value. The study suggests that the current policy regarding native languages should be reviewed and refashioned considering their importance to students' academic performance. Further, a dynamic policy-making mechanism is proposed where stakeholders at every level are able to coordinate in policy formulation and its effective implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01