Syed Abdul Manan

Politics, Economics and Identity: Mapping the Linguistic Landscape of Kuala Lumpur, Malaysia.

This study explores the linguistic landscape of Kuala Lumpur, Malaysia. Using photographs as a source of data, the study collects samples from both government and private signage from five selected neighbourhoods of the city. In addition to photographs, interviews with business owners have been conducted and used for triangulation purposes. The data suggest that multidimensionality marks the linguistic landscape of the city. The multidimensionality is embedded in the complex sociopolitical, economic and ethnolinguistic facets and trends the linguistic landscape demonstrates. The sociopolitical dimension signifies the officially laid-down monolingual Malay-oriented policies, which accentuate compulsory use of the national language Malay. Non-compliance to the official version of policy results in strict punitive actions. The economic dimension manifests in the prominent use of English for its advertising and symbolic potential. Similarly, the ethnolinguistic dimension denotes vitality and identity expressed by the Chinese and Indian communities in specific localities. The study argues that although the official policy is formulated and implemented with the intent of unifying a multiethnic population, discursive defiance to this policy at the bottom levels can be triggered by many reasons including pragmatism, religion or identity, and such defiance clearly transpires in the linguistic and semiotic representation of the signboards.

The English-medium fever in Pakistan: analyzing policy, perceptions and practices through additive bi/multilingual education lens

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 publics 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.

English Language Teaching in Pakistan: Language Policies, Delusions and Solutions

English is perceived as a passport to better employment and upward social mobility in Pakistan. In a society characterized by acute class division and intense class consciousness, parents from the lower, lower middle or working strata of society aspire to enroll their children in the English-medium schools. Public demand for English medium schooling has led to an exponential growth of low-fee/low-cost schools over the last two decades where “by the end of 2005, one in every three enrolled children at the primary level was studying in a private school” (Coleman, H. (2010). The English language in development (p. 10). London: British Council). Importantly, behind the rapid spread and intense pursuit of English medium schooling is also a belief that the earlier the child is exposed to the English language, the faster she/he will learn the language. Employing a mixed methodology, this study analyzes English-medium policy in 11 low-fee private schools in part of Pakistan. Based on evidence gathered through multiple research tools such as a questionnaire survey, classroom observation and interviews with students, teachers, school principals and experts observers, the study finds that early English-medium policy appears counterproductive as most students demonstrate poor English language proficiency. Factors such as unavailability of qualified English teachers, poor pedagogies, sociocultural dynamics, and overall institutional weaknesses contribute to the failure of the policy. The study concludes that the maximum exposure and greater learning beliefs associated with earlier English teaching are delusional as those beliefs are underpinned neither by theories of bilingual/multilingual education nor by the schools and social environment of the children. We argue that in broader terms, the English-only policy poses potential reductionist effects on existing language ecology, and English-medium private schooling furthers socioeconomic disparities between the haves and the have-nots. Therefore, we propose that the early-English policy may be reviewed, and replaced by mother tongue based multilingual policy. English is an important language; therefore, it may be taught as a language rather than as a medium at the primary level. As quality English-medium schooling stands the preserve of the elites only; therefore, we advocate for the democratization of English and its equitable distribution across all strata of society.

Disjunction between language policy and children's sociocultural ecology – an analysis of English-medium education policy in Pakistan

Sociocultural theory and constructionists propose that language learning is a socially and culturally mediated process, and they emphasize on social interaction. This study examines the amount of students’ exposure to the school language to account for the link between English-medium policies in low-fee English-medium schools and childrens sociocultural ecology. Employing a mixed methodology, the study draws samples (245 students, 8 teachers, and 11 school principals) from 11 schools in Pakistan. Sociocultural ecology denotes the languages students come into contact, either passive or active, in domains such as schools, homes, and via media. Results suggest that majority of children belong to uneducated or less-educated families whose exposure to English language is negligible through either reading material, social interaction, or via media. Urdu is the de facto language of interaction in schools. English is limited to occasional clichés, superficial norms, or cosmetic behavioral commands than genuine communication intent. Based on data and experts’ views, study concludes that English language stands foreign to sociocultural ecologies of most children which results in several disadvantages – incomprehension of subject material, rote learning, reduced creativity/critical thinking, and parents’ disengagement from the teaching/learning processes. We propose for a mother tongue-based multilingual policy for earlier stages of schooling.

Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky

Abstract This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.

Teaching English or producing docility? Foucauldian analysis of Pakistani state-mandated English textbooks

Abstract The scholarship of language education, particularly with reference to learning and use of English, is marked by varieties of English. One may note two broad models: (1) ENL, ESL, and EFL; (2) EIL, ELF, and WEs. Although the scholarship is replete with debates, the debates seem to only construct and maintain that learning English and its use are neutral activities that earn and equip a learner with certain capital rather than make him/her as such. This paper draws upon Foucault’s theories of discourse and disciplinary power. This paper takes Pakistani state-mandated English textbooks of Grades 1–5 as official documents that contain qualitative data. The qualitative data are analyzed thematically. Two major themes of male body and female body are found which are analyzed and discussed through the Foucauldian lens. The paper holds that learning English and its use perpetuate and produce docility. The paper contends that neither is language a neutral tool nor are its use and learning value-free activities in any of its varieties.