Translingual Practices and Monoglot Policy Aspirations: A Case Study of Pakistan's Plurilingual Classrooms

Autor/in	Ashraf, Hina
Titel	Translingual Practices and Monoglot Policy Aspirations: A Case Study of Pakistan's Plurilingual Classrooms
Quelle	In: Current Issues in Language Planning, 19 (2018) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2017.1281035
Schlagwörter	Multilingualism; Metalinguistics; Educational Policy; Foreign Countries; Higher Education; Language of Instruction; English (Second Language); Second Language Learning; Urdu; Second Languages; Pakistan + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Metalanguage; Metasprache; Politics of education; Bildungspolitik; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Second language; Zweitsprache
Abstract	Current research in multilingual countries supports local languages and recognizes plurilingual practices as a proficiency (e.g. Luxembourg and Nordic countries in Europe, Bolivia, Argentina, and Columbia in South America). Yet linguistically diverse and multilingual regions, such as Pakistan, continue to be challenged by monoglot language policies dominated by English. Replacing Urdu and the regional languages in education, Pakistan's latest national education policy mandates professional and higher education in English. This paper using a multilingual theoretical framework that studies empirical data from the linguistic landscape and local classrooms illuminates unique language contact zones and plurilingualism as a competence. It also exhibits inconsistencies between the policy aspirations and people's dispositions towards linguistic (im)purity and hybridity. The findings from the paper indicate the need of orientations to a language-in-education policy that does not isolate languages, but which accommodates plurilingual repertoires and a metalinguistic awareness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01