english recolonizes pakistan(final research paper)

1Running head: ENGLISH RECOLONIZES PAKISTAN

English Recolonizes Pakistan:

The Impact of the Globalization of English on Pakistani Education

Muhammad Danish Azad – 44334

American University of Sharjah

WRI221 - Dr. Lynne Ronesi

1/10/13

2ENGLISH RECOLONIZES PAKISTAN

Abstract

As English grows as the global language, it forms the global platform of communication,

economics and knowledge. This paper aims to understand the role of English in Pakistan from

the British colonial days to the present day. In colonized India(Pakistan), English was an over-

glorified language for the elite which proved disadvantageous to the common society as it rooted

the local culture and languages from its people. In present day, Pakistan this over-glorified status

continues to exist even after independence, due to the propaganda of English as the language of

globalization and the false perception of its undeniable need in the education system. This paper

explores secondary research which includes national and governmental history, national

education policies, studies, surveys and expert opinions to understand how globalization

precisely leads to the thesis. Conclusions include that despite the importance of English as a

global language and its role in global development, following the over-glorified perception of the

need for English has had a negative impact on the education system of Pakistan. These impacts

can be countered by following the recommendations provided, and modifying the

implementation of English in Pakistan’s education system.


English Recolonizes Pakistan:

The Impact of the Globalization of English on Pakistani Education

Introduction

The English language has been a growing phenomenon during the 21st century. As David

Crystal(1997) summarizes it, “ There has never been a language so widely spread or spoken by

so many people as English” (as cited in Graddol, 2000). Although other widely spoken

languages; in terms of population can include Spanish or Chinese (Graddol, 2000),

Pennycook(1994) describes a global language as one that is not only spoken across countries but

also within them(as cited in Bacha, 2012).

Pakistan, a third world country in South Asia is one of the countries that has been a target

to the global spread of English. The integration of English in Pakistan is also historically due to

the colonization of Pakistan by the British Empire who glorified the language within the society

and enforced its usage. Taking colonial influence into consideration, this paper studies the

continued glorified post-colonial role of English in Pakistan in the light of globalization and the

negative effects it has on the education system of the country.

History and background: the initial role of English in Pakistan

To understand the role and status of the English language in Pakistan, one needs to

understand the history of how the language was brought into the country, in other words, the

historical role of English in Pakistan. English was brought into Pakistan originally as an effect

of colonization of the Subcontinent by the British.


As English became a costly luxury with the result that knowledge of English meant a

high market value, prestige and political status. English was made the medium of teaching and

the intelligentsia was attracted towards the Western institutions. Dignity correlated itself to the

study of English language and the advocates and supporters of Indian languages and the Eastern

culture and civilization were, condemned as 'backward' and 'orthodox' people even by their own

countrymen for whose good they were working. This led to a virtual dethronement of Indian

culture and civilization from the place of pride it occupied in the ancient India. The privileged

class, who received the education in English, became completely westernized and glorified.

(Hohenthal, 2003)

Despite those factors, after independence, Pakistan had to resort to English as the national

language. Present day Pakistan is home to 72 languages out of which only 7 are spoken by 85%

of the population (British Council, 2010). After independence, in the 1950s, provinces especially

East Pakistan (now the People’s Republic of Bangladesh) disputed to push the importance of

their own language as the national language of Pakistan. East Pakistan, consisting of Bengali

speakers would not accept Urdu as the official language. Therefore, English was stated the

official language to maintain communication between East and West Pakistan. In 1971,

dissatisfied with their alliance with Pakistan, the Bengalis finally separated to form Bangladesh

as a separate nation (Talaat, 2002).

As Harris Khalique(2007), a writer in the field of Pakistani socioeconomics reveals that

after the primary dispute of language with the Bengalis was ended, Pakistan had more liberty to

make Urdu the official language but still could not do so:

“The 1973 Constitution of the Republic was promulgated with Article 251 stated:


(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 measure[s] for the teaching, promotion and use of a provincial language

in addition to the national language.” (pp. 102-103)

The government and the people both shared the news that English must cease dominating

the Pakistani educational system, culture and civilization once stability had been achieved and

Urdu was developed and matured enough to take up the role of the official language of Pakistan

(Talaat, 2002). At this point, the province of Sindh rose to petition against Urdu for Sindhi being

the official language of Pakistan and a similar problem to the one related to the Bengals started

to form which the government could not adequately deal with. Eventually, Sindhi became an

official provincial language, Urdu was stated as the national language, yet never implemented

anywhere and English continued to reign as the official language of Pakistan (Khalique, 2007).

To this day, English is the official language of Pakistan. It is the primary language of

legislation as well as education although as Khalique (2007) reveals; amongst a population of

160 million people, only less than 2% are proficient in functional written and verbal English. The

reasons why English maintains its position as the official language of Pakistan and the effects

that position might have can be understood by looking at English from the perspective of a

global language in addition to the perspective of English being the resultant of colonization.


English: the language of globalization

Globalization as a dictionary term can be denoted as the development of an increasingly

integrated global economy marked especially by free trade, free flow of capital, and the tapping

of cheaper foreign labor markets (Merriam-Webster, 2012). Despite the wide acceptance of this

definition, the parameters of the term globalization especially for the context of this paper cannot

be factored down to economics.

Globalization can be looked at in four perspectives; internationalism, liberalization,

universalization and westernization. All of these terms relate to the increased interdependence

and borderless relations between the nations of this world in the context of development of

economics, free trade, business and culture. The term most significant for the understanding of

English as a global language in Pakistan is westernization which describes how the culture of the

west influences and overtakes existing cultures and forms a new social structure which leads to

the destruction of local culture and self-recognition (Bacha, 2012).

English, on the other hand, is denoted as the language of the people of England and the

United States and many areas now or formerly under British control (Merriam-Webster, 2012).

In reference to today’s world, English has been denationalized and “no longer remains the

language of the British or American people, but has become the code which links people from

diverse countries and cultural groups from all over the world” (Bacha, 2012, p.2). Over the 1500

or so years that English has existed, it now plays a critical role and brings the leading edge to

global development in science, technology, economics and cultural developments (Graddol,

2000).

http://www.merriam-webster.com/dictionary/england

http://www.merriam-webster.com/dictionary/global


When one merges the idea of westernization with English, the resultant supposition is

that English is the language of globalization that is overtaking other existing cultures and

language. Widdowson (1994) describes the language of globalization as the one that aids "a

whole range of different communities and their institutional purposes, and these transcend

traditional, communal and cultural boundaries" (as cited in Bacha, 2012). Such a language,

according to Crystal (1997) plays an even more major role in any country if it is used in

government offices, law courts, legislation, mass media and education which lead to that

language being the official language of that country (as cited in Bacha, 2012). The phenomenon

of English playing such a critical role in a country victimizes the culture and language of that

country as the native speakers give increasing amount of importance to the global language

which can have diverse detrimental effects.

One of the major highlights in The Future of English?, David Graddol (2000) includes

the problem of social value shifts, where he elaborates that despite the advantageous effects of

English in terms of economics, complex ethical issues rise when the world dominance of a single

language at the cost of the negative impact of local languages, cultures, and identities is taken

into consideration. In an ideal world these negative impacts of globalization of English would

not exist and would follow Brutt-Gifler’s (2002) belief that “a world language tends to establish

itself alongside local languages in multilingual contexts composed of bilingual speakers (as cited

in Bacha, 2012). As the case of Pakistan is explored in this paper as an example of a country

affected by English, the understanding shall be developed that English does not productively

establish alongside the local languages (especially the national language, Urdu) but instead has

diverse detrimental effects with its adaptation in the nation.

Role and status of English in present day Pakistan


In present day Pakistan, English maintains the status of an elite language in almost all

areas of expertise. It is given a similar amount of status as in the colonial days when the British,

kept the language for themselves or occasionally for local English-speaking clergymen and

workers, who were considered lucky to working directly for the elite ().According to

Khalique(2007

) the popular perception is that; “English is a modern language and the prime language of

knowledge, access to international markets, and communication” and further explains that the

society believes, “it would be reverse gear, as it were, if it was replaced by a vernacular. Our

own language brings an orthodoxy and limits our scope and vision” (p. 105). The reason for this

is the glorification of English in Pakistan as the pathway to success and prosperity being the

global language. Since, all the areas of the society cannot be targeted due to the limitation of

time and space, this paper explores English language teaching in Pakistan and observes the

impact English has as an over-glorified global language.

The core ideology initially formed by the colonists was that English was the key to

prosperity. Over the years, Pakistan’s leaders have fueled this false dignity because of the

perception of English being the language of globalization 82% of 41 interviewed academics in

Pakistan agree that teaching English is useful as it is the global language. “These responses

clearly show the perceived significance of a global language for education” (Bacha, 2012, p.

14). This perception of English glorified by the government has led to over stress on the usage of

English in the education system of Pakistan which leads detrimental effects on the society and

learners of Pakistan.


Khalique (2007) reveals that the National Language Authority of Pakistan formed in

1979 has profusely worked on “Urdu-izing” government activities and has recommended the

adaptation or Urdu in the education system of Pakistan yet the General Zia-Ul-Haq, who had

martial rule over Pakistan for eleven years provided legal protection to the elite schools of

Pakistan in 1983 and permitted public schools to continue teaching of science subjects in

English. As Mahboob(2003) summarized; this lead to a linguistic confusion in the education

policy of Pakistan as students in governmental educational institutions continued to suffer from

incompetency in English yet were taught core subjects in English(as cited in Khalique, 2007).

Khalique(2007) elaborates that the following leaders of Pakistan continued to over stress

on the teaching of English in Pakistan. Benazir Bhutto and Nawaz Sharif promoted English in

schooling and higher educational institutions. English language teaching was made mandatory

for elementary schools to improve the educational situation of Pakistan which proved to have no

positive effect. Again at this point, the National Language Authority approached the Law

Ministry for the implementation of Urdu in the legislative and education system for the

betterment of the pedagogical disorder of the country. Though the Justice Authority considered

this motion recommendatory, there was no action taken to make it obligatory and the next

education policy of 1998 failed to target the issue entirely.

The martial rule of General Pervez Musharraf since 1999 which brought about the most

recent education policy, continued to encourage poor-quality English medium schooling which

was further stimulated by the Anglicizing of state media. Governmental education conferences

fail to recognize the need for change in the education system and “In all parts of Pakistan, more

public and private institutions are coming up and promoting the use of English” (Khalique, 2007,

p.104).


The over-glorification of English and its use as the medium of education leads to little

benefit to Pakistan and its society. Once education is compromised on a majority scale then the

future of the country is strongly impacted as the future natives of the country tend to be

substantially educated. A statistic by Khalique(2007), mentioned earlier states that out of

population of 160 million people only less than 2% speak, write and understand English and

despite that a British Council(2010) report points out; since independence, Pakistan’s education

policy has had English primarily embedded in it. The British Council also cites a World Bank

document stating that a consequence of providing education in a language that the student cannot

share with their teachers will tend to make the entire achievement of the country suffer.

Pakistan has continued to stress upon English and exaggerated its importance and need

within the country. A survey conducted by Bacha(2012) targeting a group of 41 experienced

academics in Pakistan was carried out which included several questionnaires concerning English

language teaching. Out of these several questionnaires, three explored English as a global

language, its need in Pakistan, and the drawbacks (in Pakistan) of having it as a global language

respectively. The results concluded that except for 3, all the academics agreed that English is the

global language and is needed in Pakistan and about 61% agreed that it has drawbacks when it is

adapted in local environments. This shows that it has become common knowledge that English is

the global language and people seem to have the impression that it is strongly needed in the

country. Additionally, about 40% of the academia does not even realize a problem and the rest

which do understand the drawbacks of having English as a global language have not been able to

take an action on it.

In a publication by the British Council, Hywel Coleman(2010) reports that according to

the latest National Education Policy of Pakistan released in 2009, English must be the medium of


instruction for the core subjects of science and mathematics in Grade 4 and 5(primary

schooling). This factor has been strained strongly upon while the policy stresses that by 2014

core science and math subjects should be taught only in English at all levels and Urdu/regional

languages should be replaced. The rationale for this policy is, as the British Council report states;

“It is not easy to obtain a white collar job in either the public or private sectors without a

minimum level proficiency in the English language [and thus] English language also works as

one of the sources for social stratification between elite and non-elite”. The three ways this

rationale can be challenged are:

“• Justifying language choice in primary school in terms of the requirements for entry to

white collar employment seems inappropriate if the population is largely rural and

unlikely to be seeking office jobs whether in the government or private sectors

• The majority of pupils in the early years of primary school never complete secondary

school and indeed many drop out of primary school before reaching Class 5. It would

therefore seem to make more sense to equip children with the skills which will be of

immediate value to them.

• The commendable democratising sentiment expressed in the desire to reduce social

stratification might constitute an argument for improving the quality of teaching English

as a subject throughout the education system but it does not necessarily imply that

English should be used as a medium of instruction.” (p. 19)

All of these three challenges lead to the idea that the giving English more significance

than required does not prove helpful to the nation. Zubeida Mustafa(2012), an independent

journalist and author on the issue of English language teaching in Pakistan, writes that keeping


aside the minority elite class, when English is enforced on the majority as a medium of

instruction it only leads detrimental effects. She suggests that students should receive education

in their own language at first to entice their “cognitive development” and “critical thinking” and

English should be introduced as a second language. But keeping English as the medium of

instruction only leads to children who don’t understand the knowledge being given to them to be

encouraged to memorize. Mustafa’s suggestions are backed up by the the British Council(2010)

which also agrees that at least in the primary years as children join school they should be taught

in their native language. Expecting them to learn in a language foreign to them is too demanding

especially when the child faces difficulties such as poverty, hunger and substantial learning

conditions. He cites Pinnock(2009:8) that; “Children learn based on linking new knowledge to

what is already familiar to them. Sudden shifts into an unfamiliar language sever those links.” (as

cited in British Council, 2010, p. 22).

Mustafa(2012) moves on to say that it is the false ideology that “English is the magic

wand that can open gates to prosperity”. This leads to the country being in a state of linguistic

confusion where only the elite thrive while majority of the country’s potential mind and

workforce suffers an unrealistically modeled education system which never lets them evolve.

The main reason the education system can be considered unrealistic is because the

propaganda that English learning leads to prosperity is a flawed concept, at least in the case of

the common majority. The results of a study conducted by Mansoor(2005) with a sample of 2136

students, coincided with the belief that Pakistani students aim to learn English to secure a place

in the job market, yet conclusion states that the notion of English learning being a good

investment for everyone is distorted (as cited in Esch, 2009). The British Council(2010) cites an

interview with an Education Advisor, Javed Ahmad Malik who states “ English is a major barrier


to entry to white collar jobs. … English is very important for social mobility and entry to quality

education. Consequently there is apartheid in the education because of language. The poor are

excluded” (p. 16). BC explains that this perception is hammered into the minds of the public

though practically, English “has no functional value” in everyday employment usage of the

majority population, especially outside the metropolitan areas. Zubeida Mustafa(2012) adds that

it is the role of English as the language of globalization that exerts this unrealistic pressure even

when jobs do not require English speakers. She states that, “This language paradox has

undermined our education standards” and caused an impaired system that has marginalized

society (p. 2).

Recommendations and Conclusion

After keeping the role of English and its effects in Pakistan’s education structure under

consideration, one needs to understand that steps need to be taken to remedy this situation in

Pakistan. Some recommendation proposed by Khalique(2007) are that English should be

replaced by mother-tongues as the medium of instruction in the education system which will

allow students to express their ideas and will help Pakistan tap into the unexplored potential of

its population.

Khalique(2007) also points out that despite this action, the importance of English as a

global language should not be undermined. As it is the language of global knowledge and trade,

it should be taught as a second language and ideally known by all the Pakistanis. They can then

use the knowledge acquired in their mother-tongue and then express it in English when needed

for use in a global context.


Mustafa(2012) adds that currently the country faces confusion and pressure to be

proficient in English. This pressure leads to substantial teaching not only in English but all other

core subjects which are forcefully taught in English. She suggests that it would be beneficial for

the education system to employ English as a second language for the same reasons Khalique

mentions and anyone who requires English language learning in higher competency than a

second language can take up English courses which should be made widely available.

Conclusively, English language played an over-glorified role in Pakistan initially because

of the colonial influence. Post-colonial influence occurred due to the event of globalization and

usage of English on the global platform. Globalization resulted in English learning being highly

pressurized and influenced in the education system of the country despite the detrimental effects

and disadvantages of its adaptation. Perhaps further research can provide a more valid

explanation for the over-glorification of English but until then using the expert recommendations

provided, Pakistan should move to counter the negative impact of English and its learning in

Pakistan in the light of globalization.


References

Bacha, M. S. (2012). English Language Teaching in Pakistan from the perspective of English as

a globalised language. Language in India, 12(8), 243-296. Retrieved from

http://web.ebscohost.com.ezproxy.aus.edu/ehost/detail?sid=b9d114d3-71ba-4924-a999-

1a78f201bd54%40sessionmgr110&vid=1&hid=118&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ

%3d%3d#db=ufh&AN=80037769.

British Council. (2010). Teaching and learning in Pakistan: the role of language in education.

Leeds: Hywel Coleman. Retrieved from http://www.britishcouncil.org/pakistan-ette-english-

language-report.pdf

English. 2012. In Merriam-Webster.com.

Retrieved January 7, 2012, from http://www.merriam-webster.com/dictionary/english.

Esch, E. (2009). English and Empowerment: Potential, Issues, Way Forward. In N. Hussain, A.

Ahmed, M. Zafar , & Aga Khan University Center of English Language. (Eds.), English and

empowerment in the developing world (pp. 2-26). Retrieved from

http://www.c-s-p.org/flyers/978-1-4438-0144-7-sample.pdf.

Globalization. 2012. In Merriam-Webster.com.

Retrieved January 7, 2012, from http://www.merriam-webster.com/dictionary/globalization.

Graddol, D. (2000). The future of English? The English Company (Ed.), Retrieved from

http://www.lingue.uniurb.it/lingue/matdid/rossi/2012-13/Lin-AZ_I_anno/

The_Future_of_English_-_David_Graddol.pdf.

Hohenthal, A. (2003). English in India: loyalty and attitudes. Language in India, 3(5). Retrieved

from http://www.languageinindia.com/may2003/annika.html.


Khalique, H. (2007). The Urdu-English relationship and its impact on Pakistan's social

development. The Annual of Urdu Studies, 22, 99-109. Retrieved from

http://www.urdustudies.com/pdf/22/09HKhalique.pdf.

Talaat, M. (2002). Bahauddin Zakariya University, Multan. The form and function of English in

Pakistan(Unpublished doctoral dissertation). Bahauddin Zakariya University, Multan.

Retrieved from http://eprints.hec.gov.pk/1631/1/1191.HTM.

english recolonizes pakistan(final research paper)

Documents