ENGLISH AS A MEDIUM OF INSTRUCTION IN SOUTH PUNJAB, PAKISTAN: STAKEHOLDERS’ IDEOLOGIES, PRACTICES, AND POLICIES

Abstract

With an emphasis on how language ideologies, teaching methods, and educational policies influence and mirror larger social and linguistic trends, this research examines the function of English as a medium of instruction in South Punjab, Pakistan. The study examines how students, teachers, and schools view and use English in instructional environments in a multilingual area where Punjabi, Urdu, and Seraiki are spoken. The study, which employs a mixed-methods methodology encompassing classroom observations, surveys, and statistical analysis, uncovers considerable discrepancies between actual implementation and formal policy. Although English is widely seen as a route to social and economic advancement and modernity, its imposition frequently ignores local linguistic facts, leading to disparities in access to high-quality education. In many cases, teachers are not adequately trained or confident in teaching English, which results in erratic lesson delivery and higher levels of student anxiety. The study emphasizes the continuation of teacher-centric classrooms with little student participation, which further restricts the effectiveness of the learning process. The results indicate that the current EMI regulations favor urban and elite populations while marginalizing rural students, thereby perpetuating existing inequalities and linguistic hierarchies. In multilingual settings like South Punjab, inclusive language policies, enhanced teacher training, and student-centered pedagogical changes are necessary for fair and successful education, according to the study.