Linguistic Inequalities: The Urdu-English Medium Divide in Pakistan

Dr Fauzia Shamim Professor, Dept of English University of Karachi, Karachi fauzia.shamim@yahoo.com

Outline
Introduction

& Background

Role and status of Urdu and English Educational context in Pakistan Whats the issue?
The

study

Research questions Methodology Preliminary findings

Conclusion

Role and Status of Different Language in Pakistan

1) The National language of Pakistan is Urdu and arrangements shall be made for its being used for official and other purposes within fifteen years from the commencing day. 2) Subject to clause (1) the English language may be used for official purposes until arrangements are made for its replacement by Urdu. 3) Without prejudice to the status of the National language, a Provincial Assembly may by law prescribe measures for the teaching, promotion and use of a provincial language in addition to the national language (Constitution of Pakistan, 1973, Article 251).

Role and Status of Urdu & English

Urdu- national language and lingua franca (MT of only 7%) English- official language and gatekeeper for entry into prestigious higher education institutions, high salaried jobs; also the language of military and bureaucracy

Regional languages- used mainly in informal 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 School level

Three parallel systems of education

Urdu-medium schools (mainly state operated) English-medium schools (mainly private)
Elitist Non-elitist

(so-called English-medium)

Madrassahs (mainly Arabic) (Rahman, 2004)

Two tracks within English-medium

O/A level Matric/intermediate

Educational Context in Pakistan Higher Education

English is the medium of instruction in all prestigious private higher education institutions (HEIs) Both English AND Urdu allowed as medium of instruction in public sector HEIs Textbooks and other reading material mainly available in English, particularly in Sciences, Business Studies etc.

(see also Mansoor, 2005 & Shamim, 2007)

Higher Education Commissions ELT reforms project

envisages revolutionizing the socio-economic indicators of Pakistan and will contribute considerably to supplement the efforts of government to improve the standard of higher 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)

Whats the issue?

B ole keh labb aazad hain terey B ole keh jaan abb tak teri hai

T ayyab Z aidi tayyabz@ umich.edu

Whats the issue?

Linguistic

(and social) inequality mediated through kinds of educational institutions, and educational practices in Pakistan
MEDIUM OF INSTRUCTION

TRACKING at secondary and postsecondary 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 study

Aim

of the study:

To explore learners perceptions and experience of the Urdu-English medium divide in Pakistan

The present study

Research

Questions:

1. How do bi/multilingual learners experience the Urdu-English medium divide in the context of a higher education institution in Pakistan? 2. How do their experiences (and perceptions) affect their desire to acquire and manage high and low-value language assets?

Definition of terms
Linguistic

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

Methodology

Setting: A large public sector university in Karachi, Pakistan

Bilingual language policy English is the dominant language in Sciences (and other high profile departments in Social Sciences such as IR); Urdu is mainly used in low profile departments Bilingual classroom discourse in ALL depts Mass Com department- Two separate sections, i.e., English and Urdu-medium

University of Karachi Bilingual policy!

Methodology

Purposive sampling: Three students from the English and Urdu medium sections of the mass communications department with varied linguistic backgrounds/opportunities for learning English in school
English-medium section: 2 students (Intermediate and A level tracks each) Urdu-medium section: 1 student

Narrative Interviewing

Data Analysis
Identity as analytic lens Four kinds of identity
N-identity- a state (developed from forces in nature); also the kind of household re social status in which a child is born and brought up I-identity-a position (authorized by authorities within institutional); also the kind of educational institution (English-Urdu medium) to which you belong D-identity-an individual trait (recognized in discourse/dialogue with rational individuals) A-identity-experiences (shared in the practice of affinity-groups) (Gee, 2000: 100-107)

During school years Farinas I-identity

English medium Mera jo school thha wo English medium ke naam se jana jata he [my school is known as an English-medium school] [However, no focus in school on developing linguistic skills - learnt English mainly at home through help & encouragement from older siblings]

During school years D-identity

English: a high value asset in construction of D-Identity I was the ice candy for my teachers, for my English teachers especially. . . . I was always raising my hand, answering questions, writing good character sketches. There was discrimination. They [the teachers] used to like me better. Girls wanted me to read out.

During school years D-identity

Although I studied in O levels till 7th grade, I had other cousins who were studying in renowned and prestigious schools like X and Y. They used to judge me ke how much do you know of English. And I dont know why but they always concentrated on this particular language and did not want to judge me on my Science capabilities, Mathematics capabilities. They always wanted to know ke how much English do you know. And basically Im not a very good speaker. They used to question me ke what do you call chowkidar in English? They used to test me. Because their children were in much advanced schools. . . When 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 child. I dont know anything. I used to feel like that.

During school years D-identity

I

didnt feel good when they were questioning my capabilities. It was like they were questioning my identity. [re social class]

N-identity: Family income & 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 youre 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 dont know Englishthey didnt have good schooling. Mine was relatively better-just relatively better-less that A level students. (Translated)

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

O levels A levels ki peRhai tu sab ko pata he ke expensive bhhe hoti he comparatively tu saat saat hazar, tu wo middle class family jo kamati das hazar he, wo seven thousand agar apne sirf ek bache ki fees me~ de raha he, how is it possible; wo survive kese kere~ ge? So ultimately status symbol ban gaya. Jo parents ker sakte he~, wo status wale he~. Tumhare parents nahi~ he~ bhhaee; tum intermediate ker rahi ho.
(key words spoken in English have been highlighted)

University level: Changing identities

I-identity: English-medium [Matriculation and] Intermediate track They [A levels stream] are entirely different people. I dont know for what reason. . . . They consider it as a privilege to be there; to learn English; to learn Sciences better; to learn advance Mathematics . . . they consider us ke matriculation ke students; kia aage in kya future he [they think matriculation students do not have a bright future] So I think that is the barrier. . . . My friend has got admission at IBA but hes not satisfied with it. For an intermediate student, its a privilege to be an IBA graduate, doing BBA from there. They think that you know we have opportunities, bahar jane ki [to go aboard]. We [A levels stream] are privileged; you [intermediate stream] are not.

University level: Changing identities

Construction of D- identity in relation to current and future life chances [i]n the English class, there are very few students who are proficient in English. Theyre one year older to me because A levels students are always one year older so they have good vocabulary because they have gone through SAT preparations and IELTS as well.

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

A-identity
Mainly

has friends who are more inclined towards Urdu Seems very impressed with A level students A bridge between English-medium [A level] and Urdu-medium students in her dept.

A-Identity

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

A-identity

I think Im standing somewhere in between [Urdu and English-medium]. Im in the middle. Im more inclined towards Urdu because I dont think Im qualified enough, especially after entering Mass Communication where . . . we have many A levels students. My school teachers used to encourage me that youre good at English, at least you are good at English but now that Ive come to the university, things have changed. I now feel that the competition is quite tough. My vocabulary needs to be improved.

Crossing the Language (Social) Barrier!

Im

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

Farinas perception of her English proficiency

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

Future aspirations Improving English Language Skills

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

Sense of Loss?
I

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

Summary Farinas Linguistic Assets

Urdu: home language, high value asset for family and social interactions (e.g. shopping and with friends at KU) English: second language, high value asset in academic domain and for future career prospects; also for higher social status within family Wants to improve her English language skills for improved life chances in future

More generally . . .
Social

class shapes learners access to different kinds of educational institutions and, therefore, their access to English (and Urdu) Differences in educational opportunities lead to linguistic inequalities, which in turn, affect learners perception of self/others and their future life chances

Conclusion (tentative)

Different kinds of school types in Pakistan lead to linguistic inequalities which, in turn, help perpetuate social inequalities (cf. Willis, Why do working class kids become working class?) However, some discourses of resistance can be heard. (see Canagarajah, 1999:2226)

Major Challenge!
How can linguistic inequality based on parallel systems of education be addressed, or more important, a more equitable education system developed in Pakistan?