Unequal Tongues: Language Policy, Linguistic Hierarchies, and Educational Disparities in the Primary Education of Pakistan

Abstract

This study explores the impact of language policies on the primary education in Pakistan, especially in Southern Punjab, a region characterized by linguistic diversity. The research examines the role of dominant language policies in fostering linguicism, linguistic hierarchies, disparities and their impact on the academic performance and inclusivity of students, especially those whose primary language is Saraiki, a regional language. This research adopts a mixed-method study. The findings indicate that language policies in the region primarily support Urdu and English, thereby marginalizing local languages such as Saraiki. The marginalization leads to language barriers, which in turn result in decreased engagement and academic performance among Saraiki-speaking students. Educators encounter challenges in instructing students in languages that are not familiar to them, resulting in complications within the teaching and learning processes. Linguicism is evident, as students who speak Urdu or English are perceived as more competent, whereas Saraiki speakers experience discrimination and exclusion from educational opportunities. The research emphasizes the necessity of inclusive language policies that support bilingual or multilingual education, facilitating the integration of regional languages into the curriculum. The study advocates for the integration of local languages in educational practices, the provision of professional development for educators to manage linguistic diversity, and the promotion of community involvement to impact policy formulation. This study enhances the understanding of language policy and linguicism within primary education in Southern Punjab, highlighting the significance of linguistic equity in promoting an inclusive and effective educational environment. Future research should investigate the effects of language policies in secondary education and other linguistically diverse areas to enhance the development of inclusive language policies.