The English-Medium Fever in Pakistan: Analyzing Policy, Perceptions and Practices through Additive Bi/Multilingual Education Lens

Autor/inn/en	Manan, Syed Abdul; Dumanig, Francisco Perlas; David, Maya Khemlani
Titel	The English-Medium Fever in Pakistan: Analyzing Policy, Perceptions and Practices through Additive Bi/Multilingual Education Lens
Quelle	In: International Journal of Bilingual Education and Bilingualism, 20 (2017) 6, S.736-752 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2015.1080659
Schlagwörter	English (Second Language); Second Language Instruction; Second Language Learning; Foreign Countries; Multilingualism; Bilingualism; Grammar; Translation; Teaching Methods; Language of Instruction; Questionnaires; Interviews; Observation; Principals; Educational Policy; Native Language Instruction; Urdu; Classroom Communication; Mixed Methods Research; Semi Structured Interviews; Pakistan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Ausland; Mehrsprachigkeit; Multilingualismus; Bilingualismus; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Principal; Schulleiter; Politics of education; Bildungspolitik; Native language education; Muttersprachlicher Unterricht; Klassengespräch
Abstract	This study analyses the crisis of English teaching in Pakistan. The study examines stakeholders' perceptions and classroom practices to identify theoretical fault lines and institutional/pedagogical challenges in the low-fee schools. We deem such research critical in the backdrop of public's heavy reliance and feverish pursuit of low-fee English-medium schools which have expanded exponentially off late. Deploying mixed methodology that utilized a questionnaire, interviews and observation, the research draws information from students, teachers and school principals. Results suggest that most respondents perceive early-English policy inevitable, and believe that the earlier the English-medium policy, the better. Respondents' majority also views additive multilingual policy unfavorably presuming that more languages will amount to learners' confusion. Teaching mother tongues is being perceived as waste of time. Actual English teaching practices appear illusory, as direct and contextualized use of English is a rare feature while Urdu stands as the de facto medium of classroom transactions. Grammar-translation methodologies and classrooms activities leave little potential for communicative competence, concept formulation and linguistic internalization. We conclude that although respondents' support for English-medium policy is rational; however, it is fraught with illusions as neither teaching/learning practices replicate English-medium policy nor bi/multilingual education research supports foreign language as medium for early schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01