Evolution of ESP in PAKISTAN

(Mis-Term Assignment of ESP)

Due Date: April 27, 2019

Presented By:

Saadia Kaleemullah
HUSS 19251031
M.Phil English Linguistics

Presented To:

Sir Muhammad Akram

 Evolution of ESP in Pakistan

Over the last ten years the term “languages for special purposes” has gained a prominent place
in language teaching. English for Specific Purpose (ESP) is generally used to refer to the teaching/
learning of a foreign language for a clearly utilitarian purpose of which there is no doubt (Mackay
1978:2). This purpose is most of the times occupational, vocational, academic or professional.

A historical view of the language policies of Pakistan (Haq, 1993) show that at the time of
independence in 1947, Pakistan was facing the problem of having a language policy. Urdu was
declared as the national language but in order to run the government smoothly one local language
from each province was recognized as official provincial language and English was maintained
as official language. On the educational scenario two languages were prevalent. Urdu had been the
language of instruction at primary level since 1948 and at higher levels English was the medium
of instruction. All over the country both Urdu and English medium schools were functioning .This
phenomenon gave birth to two systems of Education and subsequently, two classes of people;
upper class for superior jobs and lower class for inferior jobs (Ibid., pp. 13-14)

In 1958, there was the first martial law and during the rule of Ayub Khan all the training for
military officers was in English and cadets were not allowed to use ethnic language. The position of
English changed immensely after Zia-ul-Haq in 1977.In educational policy of 1978, it was advised
to shift English medium schools to Urdu medium. Benazir Bhutto from 1988 to 1990, however,
showed a different attitude towards English; she gave the schools an option of adopting English as
medium of instruction from class one .Her government also announced that English should be
taught as an additional language from class one instead of class six. As a result ,the government of
Sindh and Punjab introduced English as a compulsory subject in primary schools and this continues
up to the present time. As a result, English has been the official language since the beginning and
there has been English medium schools fully functioning as well. English has been the requirement
of higher jobs and proficiency in English is the pre-requisite of success in any professional field.
This shows the shift from General English to English for Specific Purpose in Pakistani Educational
Institutions. Language teaching has become the need of the hour. Instead of Masters in Literature,
universities all over Pakistan are introducing combined Masters in Literature and Linguistics. There
is also an increasing demand of language teachers not only for the universities which have the
department of English but for the Science and Business universities as well. Thus the phenomenon
of English for Specific Purpose has originated in Pakistan and it is playing an important role in the
lives of the youth. Students are required to equip themselves with the knowledge of English
language and the success in their professional fields is highly dependent on their knowledge of
English.

Consequently, English has gained indubitable status in Pakistani occupational and professional
settings for every field. The medical representatives in Pakistan have strong needs and motivation to
learn English language for numerous occupational activities.

Rahman (1999: 12) states that Pakistan is a multi-lingual country. But the languages of power
domains, government, media, education, corporate sector etc. are Urdu and English. The official
language of Pakistan is English and it has status of second language in Pakistan. Despite the fact
that Urdu is the national language of Pakistan, the English language status is undoubtedly very high.

Jalal (2004:24), a former education minister, argues:

When we subscribe to the experts’ view that the economic future of Pakistan is linked with the
expansion of information technology, it means that we are recognizing the need for making the
comprehension and use of English as widespread as possible. This is now an urgent public
requirement, and the government takes it as its duty to fulfill this requirement. This view has
resulted in the English for All policy, where once again the government has instructed all public
sector schools to start teaching English from class I without working out the feasibility of this
policy decision or the steps and resources required for its successful implementation (Government
of Pakistan 2009). In contrast, the Higher Education Commission’s English Language Teaching
(ELT) Reform Project aims to improve the teaching-learning of English in higher education
institutions in Pakistan. Through improvement in the teaching-learning of English, the project aims
to revolutionise ‘the socio-economic indicators of Pakistan’ and ‘contribute considerably to
supplement the efforts of government to improve the standard of higher education and scientific
learning’. More specifically, improving the teaching and learning of English ‘will help the
graduates of public sector universities and institutions of higher learning to compete for good jobs
in Pakistan’.

In Pakistan, English language is considered as an official language and is medium of instructions

within schools, colleges and universities. However, the curriculum of English is not changed at
official level but is in the process of developing at private level of teaching and learning. University
Grants Commission (1982) reported in its “Report on the Teaching of Language” in the context of
national language, English language and various regional languages, termed English as ‘the
language of knowledge, technology, and international communication, as an important second
language’. The report further states regarding the future of English in Pakistan:
English would continue to be used in the foreseeable future as the language of
technology and of international communication. English is increasingly
becoming the equivalent to a universal lingua franca and is essential for
international intercourse. There is no scope for any country in the world from
learning English well and thoroughly and it would be very unwise, in fact,
almost suicidal for Pakistan to destroy by neglect all the advantages we already
possess in respect of past knowledge of English.” (UGC 1982:14)
The importance of English in the country has increased since the publication of the report. The
evidence is the decision of the Government of Pakistan to introduce English in all government
schools from the year one to graduate and post graduate level (MoE 2007).

According to Mansoor (2005:25-28), English has got higher status in Pakistan due to its following
functions:
• English is the language of civil administration and bureaucracy.
• It is used for contact in legal system of the country at provincial and federal levels.
• It is the official language of country’s armed forces and language of correspondence for official
work.
• English is also language of media, along with the Urdu language and the other regional languages.
• Together with Urdu, English is the language of educational field. In almost all the educational
institutions of government, Urdu is adopted as medium of instruction and English is taught as a
compulsory subject.
• In multilingual society of Pakistan, the learning of the most powerful language would not only
mean better possibilities of survival but also a matter of attaining social status and prestige.
• The Pakistani government has recognized the significance of English as language of science and
technology.

The huge promise of English as a ‘world language’ for economic and personal
development seems to be a major driving force for the younger generation’s desire to learn English
in Pakistan. Literacy in English is considered a prerequisite, similar to ICT skills, for participating
in the current trend of globalisation and becoming part of the global village. For example, Rahman
(1999), in his survey of student attitudes towards English in different school types in Pakistan,
found that the desire to learn English occurred among students from all school types including the
deeni madrassah (religious schools) which represent the most conservative element of Pakistani
society. Similarly, Mansoor’s case study of language planning in higher education in Pakistan
(2005) provided further evidence of an overwhelming ‘need’ for learning English among Pakistani
students in tertiary education.

This calls for not only the separate subject of English in academic life of the students but also
the separate ESP courses for different professions. As the need of English has been increased, ESP
courses are being introduced in a number of fields. These courses play significant role for
strengthening the dominance of English language in the social fabric of Pakistan.

Now ESP is required in every field at Pakistan because the working language for the every
professional field in Pakistan is English. The professional representatives need to interact with the
educated class in Pakistan. They introduce and promote their company products and persuade the
most educated class of the country that these products are more effective. For this purpose, English
is more useful than any other language. The professional representatives are required to perform
their professional activities like presentations, meetings, briefings, written formal correspondence in
English. It is very significant to note that they are required to communicate in writing and verbally
with businessmen, doctors, chemists, officers, customers, professional trainers and organizations
(regional, national and international) and ESP is serving all these purposes. As English has gained
status of sole language of international communication,ESP becomes essential for Pakistani
professional representatives, students and even teachers for acquiring competence in use of English
for their occupational activities.