english recolonizes pakistan(final research paper)

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Running 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

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ENGLISH 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.

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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.

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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:

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(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.

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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).

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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

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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.

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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).

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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

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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

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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

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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.

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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.

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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.

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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.

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