Linguistic Inequalities: Linguistic Inequalities: The Urdu-English Medium The Urdu-English Medium

Divide in PakistanDivide in PakistanDr Fauzia ShamimDr Fauzia Shamim

Professor, Dept of EnglishProfessor, Dept of EnglishUniversity of Karachi, KarachiUniversity of Karachi, Karachifauzia.shamim@yahoo.comfauzia.shamim@yahoo.com

OutlineOutline

Introduction & BackgroundIntroduction & Background– Role and status of Urdu and EnglishRole and status of Urdu and English– Educational context in PakistanEducational context in Pakistan– What’s the issue?What’s the issue?

The studyThe study– Research questionsResearch questions– MethodologyMethodology– Preliminary findingsPreliminary findings

ConclusionConclusion

Role and Status of Different Role and Status of Different Language in PakistanLanguage in Pakistan

1) The National language of Pakistan is Urdu and 1) The National language of Pakistan is Urdu and arrangements shall be made for its being used for official arrangements shall be made for its being used for official and other purposes within fifteen years from the and other purposes within fifteen years from the commencing day.commencing day.

2) Subject to clause (1) the English language may be used 2) Subject to clause (1) the English language may be used for official purposes until arrangements are made for its for official purposes until arrangements are made for its replacement by Urdu.replacement by Urdu.

3) Without prejudice to the status of the National language, 3) Without prejudice to the status of the National language, a Provincial Assembly may by law prescribe measures for a Provincial Assembly may by law prescribe measures for the teaching, promotion and use of a provincial language in the teaching, promotion and use of a provincial language in addition to the national language (Constitution of Pakistan, addition to the national language (Constitution of Pakistan, 1973, Article 251). 1973, Article 251).

Role and Status of Urdu & EnglishRole and Status of Urdu & English

UrduUrdu- national language and lingua franca - national language and lingua franca (MT of only 7%)(MT of only 7%)

EnglishEnglish- official language and gatekeeper - official language and gatekeeper for entry into prestigious higher education for entry into prestigious higher education institutions, high salaried jobs; also the institutions, high salaried jobs; also the language of military and bureaucracylanguage of military and bureaucracy

Regional languages- Regional languages- used mainly in used mainly in informal social interactionsinformal social interactions

‘Truisms’ in Pakistan

English is necessary for individual and national development

– English is a passport to success and upward social mobility

– English is the key to national progress

Educational Context in Pakistan Educational Context in Pakistan School levelSchool level

Three parallel systems of educationThree parallel systems of education– Urdu-medium schools (mainly state operated) Urdu-medium schools (mainly state operated) – English-medium schools (mainly private) English-medium schools (mainly private)

ElitistElitist Non-elitist (so-called English-medium)Non-elitist (so-called English-medium)

– Madrassahs (mainly Arabic)Madrassahs (mainly Arabic)(Rahman, 2004)(Rahman, 2004)

Two tracks within English-mediumTwo tracks within English-medium– O/A level O/A level – Matric/intermediateMatric/intermediate

Educational Context in Pakistan Educational Context in Pakistan Higher EducationHigher Education

EnglishEnglish is the medium of instruction in all is the medium of instruction in all prestigious prestigious privateprivate higher education higher education institutions (HEIs)institutions (HEIs)

Both Both English AND UrduEnglish AND Urdu allowed as medium allowed as medium of instruction in of instruction in publicpublic sector HEIs sector HEIs

Textbooks and other reading material Textbooks and other reading material mainly available in English, particularly in mainly available in English, particularly in Sciences, Business Studies etc.Sciences, Business Studies etc.

(see also Mansoor, 2005 & Shamim, 2007)(see also Mansoor, 2005 & Shamim, 2007)

Higher Education Commission’s Higher Education Commission’s ELT reforms projectELT reforms project

““envisages revolutionizing the socio-economic indicators of envisages revolutionizing the socio-economic indicators of Pakistan and will contribute considerably to supplement the Pakistan and will contribute considerably to supplement the

efforts of government to improve the standard of higher efforts of government to improve the standard of higher education and scientific learning”.education and scientific learning”.

“will help the graduates of public sector universities and institutions of higher learning, to compete for good jobs in

Pakistan”.

(Source: www.hec.gov.pk)

What’s the issue?What’s the issue?

Tayyab Z aiditayyabz@umich.edu

B ole keh labb aazad hainterey

B ole keh jaan abb tak terihai

Tayyab Z aiditayyabz@umich.edu

B ole keh labb aazad hainterey

B ole keh jaan abb tak terihai

What’s the issue?What’s the issue?

Linguistic (and social) inequalityLinguistic (and social) inequality mediated through kinds of mediated through kinds of educational institutions, and educational institutions, and educational practices in Pakistaneducational practices in Pakistan

– MEDIUM OF INSTRUCTIONMEDIUM OF INSTRUCTION

– TRACKING at secondary and post-TRACKING at secondary and post-secondary levelsecondary level

Therefore, need for:– systematic situation analysis– debate and dialogue about relative

ROLE(S) and STATUS of Urdu, English (and regional languages)

– improving quality of teaching-learning of English in schools and HEIs

(Mansoor, 2005; Rahman, 1996; Shamim & Allen, 2000; Shamim & Tribble, 2005)

The present studyThe present study

Aim of the study:To explore learners’ perceptions and

experience of the Urdu-English medium divide in Pakistan

The present studyThe present study

Research Questions:Research Questions:1. How do bi/multilingual learners 1. How do bi/multilingual learners

experience the Urdu-English medium experience the Urdu-English medium divide in the context of a higher divide in the context of a higher education institution in Pakistan?education institution in Pakistan?

2. How do their experiences (and 2. How do their experiences (and perceptions) affect their desire to perceptions) affect their desire to acquire and manage high and low-value acquire and manage high and low-value language assets?language assets?

Definition of termsDefinition of terms

Linguistic assets:Linguistic assets:

Languages are assigned value Languages are assigned value according to the context in which according to the context in which they areused- so the same language they areused- so the same language may be considered high value in one may be considered high value in one context and low-value in anothercontext and low-value in another

MethodologyMethodology

Setting:Setting: A large public sector university in A large public sector university in Karachi, PakistanKarachi, Pakistan– Bilingual language policyBilingual language policy– English is the dominant language in Sciences English is the dominant language in Sciences

(and other high profile departments in Social (and other high profile departments in Social Sciences such as IR); Urdu is mainly used in Sciences such as IR); Urdu is mainly used in low profile departmentslow profile departments

– Bilingual classroom discourse in ALL deptsBilingual classroom discourse in ALL depts– Mass Com department- Two separate sections, Mass Com department- Two separate sections,

i.e., English and Urdu-mediumi.e., English and Urdu-medium

University of KarachiUniversity of KarachiBilingual policy!Bilingual policy!

MethodologyMethodology

Purposive sampling: Three students from Purposive sampling: Three students from the English and Urdu medium sections of the English and Urdu medium sections of the mass communications department the mass communications department with varied linguistic with varied linguistic backgrounds/opportunities for learning backgrounds/opportunities for learning English in schoolEnglish in school– English-medium sectionEnglish-medium section: 2 students : 2 students

((Intermediate Intermediate and A level tracks each)and A level tracks each)– Urdu-medium section: 1 studentUrdu-medium section: 1 student

Narrative InterviewingNarrative Interviewing

Data AnalysisData Analysis

Identity as analytic lensIdentity as analytic lens Four kinds of identityFour kinds of identity

– N-identity- a state (developed from forces in nature); N-identity- a state (developed from forces in nature); also the kind of household re social status in which a also the kind of household re social status in which a child is born and brought upchild is born and brought up

– I-identity-a position (authorized by authorities within I-identity-a position (authorized by authorities within institutional); also the kind of educational institution institutional); also the kind of educational institution (English-Urdu medium) to which you belong (English-Urdu medium) to which you belong

– D-identity-an individual trait (recognized in D-identity-an individual trait (recognized in discourse/dialogue with “rational” individuals)discourse/dialogue with “rational” individuals)

– A-identity-experiences (shared in the practice of A-identity-experiences (shared in the practice of “affinity-groups”)“affinity-groups”)

(Gee, 2000: 100-107)(Gee, 2000: 100-107)

During school yearsDuring school years Farina’s I-identity Farina’s I-identity

English mediumEnglish medium

““Mera jo school thha wo English medium ke Mera jo school thha wo English medium ke naam se jana jata he [my school is known naam se jana jata he [my school is known as an English-medium school]”as an English-medium school]”

[However, no focus in school on developing [However, no focus in school on developing linguistic skills - learnt English mainly at linguistic skills - learnt English mainly at home through help & encouragement from home through help & encouragement from older siblings]older siblings]

During school yearsDuring school yearsD-identityD-identity

English: a high value asset in English: a high value asset in construction of D-Identityconstruction of D-Identity

““I was the ice candy for my teachers, for my I was the ice candy for my teachers, for my English teachers especially. . . . I was English teachers especially. . . . I was always raising my hand, answering always raising my hand, answering questions, writing good character questions, writing good character sketches. There was discrimination. They sketches. There was discrimination. They [the teachers] used to like me better. Girls [the teachers] used to like me better. Girls wanted me to read out.” wanted me to read out.”

During school yearsDuring school yearsD-identityD-identity

““Although I studied in O’ levels till 7th grade, I had other Although I studied in O’ levels till 7th grade, I had other cousins who were studying in renowned and prestigious cousins who were studying in renowned and prestigious schools like X and Y. They used to judge me schools like X and Y. They used to judge me keke how much how much do you know of English. And I don’t know why but they do you know of English. And I don’t know why but they always concentrated on this particular language and did not always concentrated on this particular language and did not want to judge me on my Science capabilities, Mathematics want to judge me on my Science capabilities, Mathematics capabilities. They always wanted to know capabilities. They always wanted to know keke how much how much English do English do you you know. And basically I’m not a very good know. And basically I’m not a very good speaker. They used to question me speaker. They used to question me keke what do you call what do you call chowkidarchowkidar in English? They used to test me. Because their in English? They used to test me. Because their children were in much advanced schools. . . children were in much advanced schools. . . When I was not When I was not able to answer their questions, I used to feel that I was not able to answer their questions, I used to feel that I was not a good person; I was not a good learner. I was an ordinary a good person; I was not a good learner. I was an ordinary child. I don’t know anything. I used to feel like thatchild. I don’t know anything. I used to feel like that.” .”

During school yearsDuring school yearsD-identityD-identity

““I didn’t feel good when they were I didn’t feel good when they were questioning my capabilities. questioning my capabilities. It was It was like they were questioning my like they were questioning my identityidentity.” [re social class].” [re social class]

N-identity: Family income N-identity: Family income & its role in learning English& its role in learning English

“I can tell from my childhood experience that a lot depends on your schooling. If your schooling has been good you’re definitely going to make it. If you have had your schooling in the English language you will definitely thrive. You will definitely get proficiency in English. And I acknowledge that there is a lot of difference in schooling. My friends who don’t know English- they didn’t have good schooling. Mine was relatively better-just relatively better-less that A level students.” (Translated)

N-identity: Family income N-identity: Family income & its role in learning English& its role in learning English

““O’ levels A’ levelsO’ levels A’ levels ki peRhai tu sab ko pata he keki peRhai tu sab ko pata he ke expensiveexpensive bhhe hoti hebhhe hoti he comparatively comparatively tu saat tu saat saat hazar, tu wosaat hazar, tu wo middle class familymiddle class family jo kamati jo kamati das hazar he, wodas hazar he, wo seven thousandseven thousand agar apne sirf agar apne sirf ek bache kiek bache ki feesfees me~ de raha heme~ de raha he, , how is it how is it possiblepossible; ; wowo survivesurvive kese kere~ gekese kere~ ge? So ultimately ? So ultimately status symbolstatus symbol ban gayaban gaya. Jo . Jo parentsparents ker sakte ker sakte he~, wohe~, wo statusstatus wale he~.wale he~. TumhareTumhare parentsparents nahi~ nahi~ he~ bhhaee; tumhe~ bhhaee; tum intermediateintermediate ker rahi hoker rahi ho.” .”

(key words spoken in English have been highlighted)(key words spoken in English have been highlighted)

University level: Changing identitiesUniversity level: Changing identities

I-identity: English-medium [Matriculation and] I-identity: English-medium [Matriculation and] Intermediate trackIntermediate track

““They [A levels stream] are entirely different people.They [A levels stream] are entirely different people. I don’t I don’t know for what reason. . . . know for what reason. . . . They consider it as a privilege to They consider it as a privilege to be there; to learn Englishbe there; to learn English; to learn Sciences better; to learn ; to learn Sciences better; to learn advance Mathematics . . . they consider us advance Mathematics . . . they consider us keke matriculation matriculation keke students; students; kia aage in kyakia aage in kya future future hehe [they think [they think matriculation students do not have a bright future] So I matriculation students do not have a bright future] So I think that is the barrier. . . . My friend has got admission at think that is the barrier. . . . My friend has got admission at IBA but he’s not satisfied with it. For an intermediate IBA but he’s not satisfied with it. For an intermediate student, it’s a privilege to be an IBA graduate, doing BBA student, it’s a privilege to be an IBA graduate, doing BBA from there. They think that you know we have from there. They think that you know we have opportunities, opportunities, bahar jane kibahar jane ki [to go aboard]. [to go aboard]. We [A levels We [A levels stream] are privileged; you [intermediate stream] are not.”stream] are privileged; you [intermediate stream] are not.”

University level: Changing identitiesUniversity level: Changing identities

Construction of D- identity in relation to Construction of D- identity in relation to current and future life chancescurrent and future life chances

““[i]n the English class, there are very few [i]n the English class, there are very few students who are proficient in English. They’re students who are proficient in English. They’re one year older to me because A levels students one year older to me because A levels students are always one year older so they have good are always one year older so they have good vocabulary because they have gone through SAT vocabulary because they have gone through SAT preparations and IELTS as well.”preparations and IELTS as well.”

““They [teachers] always go for people who can They [teachers] always go for people who can converse better in English rather than my group.” converse better in English rather than my group.”

A-identityA-identity

Mainly has friends “who are more Mainly has friends “who are more inclined towards Urdu” inclined towards Urdu”

Seems very impressed with A level Seems very impressed with A level students students

A bridgeA bridge between English-medium [A between English-medium [A level] and Urdu-medium students in level] and Urdu-medium students in her dept.her dept.

A-IdentityA-Identity

“ “ . . . many people from the English . . . many people from the English section moved to the Urdu section section moved to the Urdu section because it has now become common that because it has now become common that the Urdu media is boosting. So many the Urdu media is boosting. So many students shifted not on the basis of students shifted not on the basis of language but because of the practical language but because of the practical approach. Urdu students are much better approach. Urdu students are much better at Mass Communication abilities because at Mass Communication abilities because they’re always writing letters to Jang [a they’re always writing letters to Jang [a leading newspaper] etc. but we’re still at leading newspaper] etc. but we’re still at the elementary stuff.”the elementary stuff.”

A-identityA-identity ““I think I’m standing somewhere in I think I’m standing somewhere in

between [Urdu and English-medium]. I’m between [Urdu and English-medium]. I’m in the middle.in the middle. I’m more inclined towards I’m more inclined towards Urdu because I don’t think I’m qualified Urdu because I don’t think I’m qualified enough, especially after entering Mass enough, especially after entering Mass Communication where . . . we have many Communication where . . . we have many A levels’ students. My school teachers A levels’ students. My school teachers used to encourage me that you’re good at used to encourage me that you’re good at English, at least English, at least you you are good at English are good at English but now that I’ve come to the university, but now that I’ve come to the university, things have changed. I now feel that the things have changed. I now feel that the competition is quite tough. My vocabulary competition is quite tough. My vocabulary needs to be improved.” needs to be improved.”

Crossing the Language (Social) Crossing the Language (Social) Barrier!Barrier!

““I’m the only one from amongst my I’m the only one from amongst my group of friends] who has group of friends] who has connections with the A levels’ connections with the A levels’ students as well. Otherwise, there’s a students as well. Otherwise, there’s a lot of space between the A’ levels lot of space between the A’ levels students and us [English-medium students and us [English-medium Intermediate track and Urdu-medium Intermediate track and Urdu-medium students].” students].”

Farina’s perception of her English Farina’s perception of her English proficiencyproficiency

““Basically whenever I read Anjum Niaz’ Basically whenever I read Anjum Niaz’ articles, I have to keep a dictionary on one articles, I have to keep a dictionary on one side and then read it. I think that I do not side and then read it. I think that I do not use the language properly. Somehow, use the language properly. Somehow, misuse of tenses happens and the only misuse of tenses happens and the only reason is my schooling. Had their been a reason is my schooling. Had their been a better approach towards English in my better approach towards English in my school, I would’ve written better articles. school, I would’ve written better articles. When I go through these articles and see When I go through these articles and see my own writings, I find huge differencesmy own writings, I find huge differences.” .”

Future aspirations Future aspirations Improving English Language SkillsImproving English Language Skills

““My elder brother always wanted me to master My elder brother always wanted me to master English language and it’s his wish that I enter English language and it’s his wish that I enter Dawn News some day. So I see myself in the Dawn News some day. So I see myself in the English section, in the English mediaEnglish section, in the English media. My brother . My brother and sister are the only reasons why I’m here right and sister are the only reasons why I’m here right now. now. ThhoRi si bhhe jo mujhhe ati he, wo un ki ThhoRi si bhhe jo mujhhe ati he, wo un ki wajah se ati hewajah se ati he. [Whatever little I know is because . [Whatever little I know is because of them.] Had I listened to them and continued to of them.] Had I listened to them and continued to practice, I would have been much much better. practice, I would have been much much better. Whenever my brother calls me, he says “Fatima, Whenever my brother calls me, he says “Fatima, please improve your English.” He’s really good at please improve your English.” He’s really good at it. His friends are very impressed when he it. His friends are very impressed when he converses in English.” converses in English.”

Sense of Loss?Sense of Loss?

““I started concentrating towards I started concentrating towards English. Urdu I thought was my English. Urdu I thought was my mother language; I’ll learn. I was mother language; I’ll learn. I was wrong enough. I think one wrong enough. I think one should should know, especially a journalist. I’m an know, especially a journalist. I’m an aspiring journalist. So I should be aspiring journalist. So I should be mastering each and every mastering each and every language.” language.”

Summary Summary Farina’s Linguistic AssetsFarina’s Linguistic Assets

Urdu:Urdu: home language, high value asset for home language, high value asset for family and social interactions (e.g. family and social interactions (e.g. shopping and with friends at KU)-shopping and with friends at KU)-

English:English: second language, high value asset second language, high value asset in academic domain and for future career in academic domain and for future career prospects; also for higher social status prospects; also for higher social status within familywithin family

Wants to improve her English language Wants to improve her English language skills for improved life chances in futureskills for improved life chances in future

More generally . . .More generally . . .

Social class shapes learners’ access Social class shapes learners’ access to different kinds of educational to different kinds of educational institutions and, therefore, their institutions and, therefore, their access to English (and Urdu)access to English (and Urdu)

Differences in educational Differences in educational opportunities lead to linguistic opportunities lead to linguistic inequalities, which in turn, affect inequalities, which in turn, affect learners’ perception of self/others learners’ perception of self/others and their future life chancesand their future life chances

Conclusion (tentative)Conclusion (tentative)

Different kinds of school types in Pakistan Different kinds of school types in Pakistan lead to lead to linguistic inequalitieslinguistic inequalities which, in which, in turn, help perpetuate turn, help perpetuate social inequalitiessocial inequalities (cf. Willis, Why do working class kids (cf. Willis, Why do working class kids become working class?)become working class?)

However, some ‘discourses of resistance’ However, some ‘discourses of resistance’ can be heard. (see Canagarajah, 1999:22-can be heard. (see Canagarajah, 1999:22-26)26)

Major Challenge!Major Challenge!

How can linguistic inequality based on How can linguistic inequality based on parallel systems of education be parallel systems of education be addressed, or more important, a addressed, or more important, a more equitable education system more equitable education system

developed in Pakistan?developed in Pakistan?