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Title Ideologies, Mechanism & Practices: A Case Study og Government English Medium Schools in Rural Kp

Author(s) Sadia Khan

Abstract Title: Ideologies, Mechanisms and Practices: A Case Study of English-medium Government Schools in Rural Khyber-Pakhtunkhwa, Pakistan This study explores how a policy to use English as Medium of Instruction at primary level education has been implemented by the authorities across an entire province of Pakistan. The provincial government of Khyber-Pakhtunkhwa launched English as Medium of Instruction (EMI) policy in the government primary schools in 2013, despite evidence that instruction in a second language has negative consequences for student learning. It retards creativity, leads to teacher-centered methods, results in high dropout rates, and ensures minimal learning. Through this study, it is explored how a policy is implemented and negotiated at ground level by the teachers in a girls’ primary school; considering the beliefs held by the teachers and how they use several mechanisms while teaching. Drawing on Shohamy's (2006) model of extended language policy consisting primarily of the nexus between Ideology, Practice and Mechanism; qualitative data was collected through semi- structured interviews as well as classroom observations. This data led to a thematic analysis which spanned over 44 individual interview responses and almost 30 classes worth of classroom observations; all with an eye towards understanding how these factors shape teachers' abilities when it comes to the usage of language(s) as Medium of Instruction. It has been found that the teachers prefer to use Pashto in the classroom so their students can better understand a particular topic given within text books. English is glorified by each teacher who participated into this study; they believe it will provide countless opportunities for the students in the future. Urdu is used by the teachers to translate the text from the books and the content is explained it Pashto. It is revealed that that regardless of English being the official language of Medium of Instruction; teachers did not establish this policy in their classrooms. This study provides significant contribution by focusing on micro-level topics such as language policies and their implementation on ground level in the schools. This study stresses that language policies are implemented at higher levels and then handed down for implementation by the teachers into school system.

Type Thesis/Dissertation

Faculty Languages

Department English

Language English

Publication Date 2023-01-09

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