|
Main languages
|
%age
| |
%age
|
Punjabi
|
(38.78%)
|
Hindko
|
(2.24%)
|
Pashto
|
(18.24%)
|
Buruhi
|
(1.24%)
|
Sindhi
|
(14.57%)
|
Kashmiri
|
(0.17%)
|
Saraiki
|
(12.19%)
|
Bengali, Potwari, Kalash, Khowar, Shina, Balti, Farsi and the rest
|
(2.26%)
|
Balochi
|
(3.02%)
|
|
|
A dynamic bilingual education policy will diminishes the social gaps between the upper and lower class, but bilingual education in Pakistan is been neglected in Pakistan since the creation of Pakistan. At the time of independence due to rich heritage of these languages, there arose a conflict for the selection of medium of instruction for public and private schools. But this language policy issue remained ambiguous due to improper political stability. Lack of stability in authorities didn’t lead any governmental institution to take any serious realistic step for the practical application of language. This ambiguity resulted in not promoting our national language and creates a scenario of translanguaging which did not let the students be proficient in any of the languages. A clear and dynamic language policy needs to be implemented in order to deal with the linguistic issues, which would help in following a direction for uniformity to be achieved in the education system of Pakistan. Pakistan has a tremendous regional civilization and all the regional languages are wealthy, pure and alive in their respective areas of dominance. Most of the languages are blend of Persian and Arabic vocabulary. All these languages are the representative of their vary culture and rich in literature, that’s why the language policy makers didn’t come to the conclusion regarding the selection of a single code for educational institutions.
According to many researchers (Channa, et. al, 2016) “the policy of subtractive, bilingual education, which sidelines local/mother languages, is badly impacting socio-cognitive, linguistic overall performance of students in Pakistan”.
There have been many effective strategies in promotion of the linear models of multilingual education in Pakistan. These bilingual education models may result in flexible converge of the management of Urdu or English as a medium of instruction. However language planning and policies of Pakistan attribute low rank to a dynamic, bilingual education in Public and private schools where the guidelines are most probably instructed in multimode and bilingual approach. As a result of this monolingual technique of promoting only the language acquisition is going to impact negatively on the use of native language and mother tongue resulting in endangerment of mother tongue which later on results in the language death. Due to this negative impact the practical linguistic performance, socio- cognitive development and learning ability is affected at school level.
In contemporary era, English and Urdu are being promoted, in the public and private schools of Pakistan. More precisely if we talk about the elite schools in Sargodha, Beacon House School System, Connoisseur Grammar School and The City School, they use English as the mode of communication and the entire information is furnished in English, whereas if we talk about the government schools; Urdu is used. In Sargodha, most of the students belong to the families for whom neither English nor Urdu is their first language. They acquire primary and secondary education in second or third languages. As a result, they face difficulty in comprehending concepts and catching the ideas. Thus resulting in communication gap and their cognitive development is reduced.
This lack of dynamic education system is becoming a growing matter of discussion for public schools where most of the students belong to rural areas and they are unable to adjust in competitive environment of monolingual education system because they spend most of their time in home, in a very informal context and as far as the parents are concerned they are not well educated so they don’t encourage the mode of instruction used in schools to be applicable in home as well. When students are not aware of multilingualism they more or less become extra excluded overtime. They lack linguistic diversity and perpetuation of unequal socio-economic statuses in Pakistan. However with the help of bilingual schooling, it would help in both academic and political affairs in Pakistan.
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