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Although Pakistan is a highly multilingual country, English occupies the topmost position. Broadly, there are two types of schools: English medium and no-English medium in Pakistan. Since Pakistan is in the grip of ‘English fever’ due to the prestige, opportunity potential, and social upward mobility chances attached with English, people prefer their children learn it and get educated in its medium. In this backdrop, Pakistani policymakers initiated the Single National Curriculum (SNC) reforms. The SNC recommended that single language be used as the medium of instruction. In this context, content subjects such as Science and Mathematics were recommended to be taught in the English medium in Grade 1 and onward. The study attempted to understand through qualitative research the reforms in the primary schools of the Balochistan province through the dynamic language policy and language policy appropriation analytical lenses. By conducting semi-structured interviews with ten teachers, whom we take as the real language policy makers and doers, we investigated how the teachers negotiated with and appropriated the English medium measure in their contexts. The study found gaps between the policy and practice as the teachers (and their contexts) were not involved in the policy formulation process. The study’s findings and recommendations are significant for not only Pakistan but also for alike contexts.

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English Medium Instruction (EMI) Policy in the Single National Curriculum (SNC): How Do Pakistani Government Primary Teachers Appropriate It in Balochistan?

  • 章节

  • 发表日期：

    2025年

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  • Liaquat Ali Channa,
  • Zia-ur-Rehman Bazai,
  • Muhammad Yasir Khan,
  • Syed Abdul Manan

摘要

Although Pakistan is a highly multilingual country, English occupies the topmost position. Broadly, there are two types of schools: English medium and no-English medium in Pakistan. Since Pakistan is in the grip of ‘English fever’ due to the prestige, opportunity potential, and social upward mobility chances attached with English, people prefer their children learn it and get educated in its medium. In this backdrop, Pakistani policymakers initiated the Single National Curriculum (SNC) reforms. The SNC recommended that single language be used as the medium of instruction. In this context, content subjects such as Science and Mathematics were recommended to be taught in the English medium in Grade 1 and onward. The study attempted to understand through qualitative research the reforms in the primary schools of the Balochistan province through the dynamic language policy and language policy appropriation analytical lenses. By conducting semi-structured interviews with ten teachers, whom we take as the real language policy makers and doers, we investigated how the teachers negotiated with and appropriated the English medium measure in their contexts. The study found gaps between the policy and practice as the teachers (and their contexts) were not involved in the policy formulation process. The study’s findings and recommendations are significant for not only Pakistan but also for alike contexts.