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Role of Spoken English in the multilingual society of Pakistan.

By

Ayesha Khalid and Khadija Abbas

202670013 and 202670008

A Thesis

Submitted to the department of English

GIFT University

For the degree of Bachelor’s in English Literature

September 16, 2023

Supervised by Sir Arslan Ali

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Contents
Abstract......................................................................................................................................2

Literature Review.......................................................................................................................4

Role of Spoken English in the multilingual society of Pakistan................................................7

Research Questions:...................................................................................................................9

Methodology............................................................................................................................10

Research Design...................................................................................................................10

Participants...........................................................................................................................10

Data Collection....................................................................................................................10

Data Analysis.......................................................................................................................11

Findings and results.................................................................................................................12

Conclusion...............................................................................................................................16

References:...............................................................................................................................17
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Abstract

This study explores the complex interactions between languages throughout

Pakistan's multilingual society, paying particular attention to the functions of English and

Urdu. Regional languages of the global South maintain symbolic value across many domains,

while dominant languages maintain a hierarchical order. Pakistan is a prime example of this.

The cultural tapestry of Pakistani culture includes a wide variety of tongues, each of which

represents a unique ethno linguistic identity and serves certain communicative needs in daily

life.

The important roles that English and Urdu play in schooling reflect the complex

desires of parents. Urdu coexists with English, which is valued for its ability to open doors to

employment prospects, modern belonging, and global access, while Urdu strengthens local,

social, and familial ties, particularly for girls. Notably, English is frequently used in public

settings and commercial interactions as a second language.

This study uses a quantitative methodology and data at Gift University as well as

Punjab University, both of which enroll a large number of students each year. Responses

from students with comparable academic status are gathered through questionnaires and

interviews, revealing important details about the function of the English in Pakistani

multilingual society.

The research highlights how important an English language skill is for social

mobility, especially in industries like business, journalism, and IT. Speakers of fluent English

take advantage of international networks and opportunities, improving their job prospects.

The constraints faced by people with poor proficiency, however, exacerbate social injustices.

Discussions about language policies must take into account issues like the neglect of

indigenous languages and the loss of linguistic diversity as a result of English dominance. In
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order to promote inclusivity and cultural preservation, academic discourse promotes a

balanced approach that emphasizes bilingualism and multilingualism.

This study provides a thorough examination of English's role in Pakistan's linguistic

environment, shedding light on the significant effects it has on social mobility, career

opportunities, and education. This research seeks to eliminate communication gaps and

promote a more accepting, culturally varied society by arguing for a balanced language

policy that honors both English as well as regional languages.

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Literature Review

With more than 212.2 million inhabitants, Pakistan ranks fifth in terms of population

in the globe, behind China, India, the United States, and Indonesia. Pakistan is one of the

eight nations that make up South Asia. The second-largest Muslim population is found there.

Despite the fact that Urdu and English are the only two official languages in Pakistan,

Eberhard et al. (Ethnologies: languages of the globe, SIL International, 2020) report that 77

languages are spoken there.

Pakistan is a multilingual nation where several different languages are spoken in

different parts of the country. Due to its historical, colonial, and worldwide significance,

English has become a major language in this multilingual society. This study of writings

looks at spoken English’s function in Pakistan with a special focus on how it affects social

mobility, employment, and education. The assessment attempts to offer a thorough

understanding of how English functions in Pakistan’s linguistic landscape and its

consequences for language policy and planning.

English has been playing a significant role in Pakistan’s educational system,

especially in prestigious institutions and urban regions. It is used as a teaching tool in higher

education and is viewed as a sign of accomplishment and prestige. The significance of

English proficiency for educational and career possibilities has been highlighted in a number

of studies (Kachru, 1986; Hussain, 2010). For students from non-English speaking

backgrounds, however, this reliance on English as the main medium of teaching has created
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difficulties since they may experience linguistic obstacles and discrepancies in educational

achievements

When applying for jobs in a variety of industries, including the business, media, and

IT sectors, English ability is frequently regarded as a need. Companies typically want for

people who speak English well, especially for jobs that require interaction with clients and

partners abroad. According to research (Ahmed, 2014; Rehman & Rehman, 2016),

proficiency in the

English language is linked to greater employability, better pay, and professional

development. The socioeconomic gap between English-speaking elites and those with low

English proficiency is accentuated as a result, increasing the demand for English language

training programmers.

Being able to communicate in English allows people to access greater opportunities

and resources, which is considered a crucial determinant in social mobility. However, the

prevalence of English in both school and the workforce worsens linguistic disparity. The

fortunate few who are fluent in English have an advantage when it comes to gaining access to

world information, engaging in global networks, and influencing numerous fields. On the

other hand, those who cannot communicate in English experience social exclusion (Ali,

2018). This language barrier weakens the linguistic rights of non-English speaking minorities

and fosters social inequalities.

Major issues about language planning and policy are raised by the place of English

within the multilingual society of Pakistan. There have been discussions regarding the

neglect of native languages and the potential loss of linguistic diversity as a result of
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English’s dominance in education and the workforce. According to academics (Khan, 2015;

Kamal, 2019), bilingualism and multilingualism should be encouraged while also

appreciating both English and regional languages. Such a strategy can promote inclusive

education, safeguard cultural heritage, and close the communication gap between various

linguistic communities.

In Pakistan’s multilingual society, English has a big influence on social mobility,

education, and linguistic inequality. Although knowing English increases one’s possibilities,

it also emphasizes the need for a more open-minded approach to language policy that

respects regional tongues. For Pakistan to develop a more fair and inclusive society, bilingual

education must be encouraged, English language learning efforts must be supported, and

linguistic variety must be preserved.

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Role of Spoken English in the multilingual society of Pakistan.

The symbolic importance of the regional languages is constantly shifting across

various areas in the multilingual global South, despite the fact that the dominant languages

enjoy a definite hierarchy. Pakistan most definitely fits this description. In Pakistani society

as a whole, people speak a variety of languages. While one language represents each

individual’s ethno linguistic identity, other languages are also used in daily life for things like

business transactions, official matters, religious practices, entertainment, and education,

showing that no single language is sufficient to meet all of the communicative needs across

various social contexts.

The ambivalent role of Urdu and English in multilingual Pakistan For instance,

English and Urdu are significant in schooling. Parents invest more in English because it

provides access to jobs, a contemporary identity, information channels, and the global

economy, while Urdu fosters local, cultural, and societal ties, and for girls, it even stands for

familial values (Ashraf, 2008).

Most Pakistanis speak English as a second language, and it is frequently used in

signage in public spaces. The results of the analysis of various data sources, including

businessperson interviews and photographs of private billboards, wall advertisements,

roadside signposts, and posters, suggest that Undusted English and English zed Urdu

predominate in the landscape of language, while local/indigenous languages are completely

absent. The globalization of English in the Pakistan non-linguistic landscape

The role of English in Pakistan in educational institutes, Employment and economic

opportunities language policy, and social mobility has important discussion. Educate action
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plays an important part in prestige schooling. It mark an achievement in our society. The

relationship between career and language plays a vital role in our community. For example,

in business, media, and IT where English fluency is more important. The preference to widen

the gap for language with most privileged and less privileged people calling for assess to

teach the English language. (Ahmed, 2014;

Rehman & Rehman, 2016),

Being fluent in English allows us to open the doors for more opportunities for social

mobility. The people who are fluent in English take the advantage from the opportunities to

engage with global networks and several fields. However the people who are less fluent in

English lack of opportunities. (Ali, 2018)

Concerns about the neglect of native languages and the loss of linguistic diversity as a

result of English domination are raised in Pakistan’s multilingual society’s disputes about

language policies. In order to promote inclusivity and cultural diversity, academics advise

encouraging bilingualism and multilingualism. (Khan, 2015; Kamal, 2019),

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Research Questions:

1. How do individuals in a multilingual society of Pakistan perceive the importance of

spoken English in their daily lives?

2. What are the challenges faced by individuals in a multilingual society of Pakistan

when using spoken English as a means of communication?

3. How does the use of spoken English impact social and economic opportunities for

individuals in a multilingual society of Pakistan?

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Methodology

Research Design

Quantitative design is framed within the scientific method. The researcher is on

location to use a quantitative method to study, and the goal is to gather comments from peers,

such as students who are in the same academic position and scholars who have already

studied the role of English in Pakistan’s multilingual society. Quantitative research is the

gathering of data so that information can be quantified and subjected to statistical analysis in

order to support or refute alternative knowledge statements. The first steps in action research

are topic or problem identification, theory selection, research question identification, data

collecting, analysis, and reporting.

Participants

We collect data from two Universities of Gujranwala which are Gift University and

Punjab University. Thousands of students enroll there each year for both graduate and

undergraduate programs. These are offering a wide range of language classes for those who

are wanting to learn a language. Graduate students need to have a solid command of the

language they are learning. The researcher is here to apply the selection data on students with

the same academic standing as their classmates, and university fellows, and the researcher is

planning to set up an interview or questionnaire-filling activity.

Data Collection

Students from Gift University and Punjab University provided the experimental data.

The researcher’s data were gathered from various Departmental areas. The data is collected
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through Questionnaires with inquiries and open-ended questions were conducted by the

researcher.

Data Analysis

In order to back up the assertion that students who learn English. The researcher uses

a survey methodology to investigate this hypothesis. Generally speaking, action quantitative

research was the method used to conduct research. The data was submitted by bachelor

students from Gujranwala’s several universities’ various department.

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Findings and results

Gender
Valid Cumulative
Frequency Percent Percent Percent
Valid Male 6 15.8 16.7 16.7
Female 30 78.9 83.3 100.0
Total 36 94.7 100.0
Missing System 2 5.3
Total 38 100.0

University
Valid Cumulative
Frequency Percent Percent Percent
Valid Gift university 27 71.1 75.0 75.0
Punjab 9 23.7 25.0 100.0
university
Total 36 94.7 100.0
Missing System 2 5.3
Total 38 100.0
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How do you perceive the role of English in education and job opportunities in
Pakistan?
Valid Cumulative
Frequency Percent Percent Percent
Valid Essential for success 21 55.3 58.3 58.3
Important but not 11 28.9 30.6 88.9
essential
Neutral 4 10.5 11.1 100.0
Total 36 94.7 100.0
Missing System 2 5.3
Total 38 100.0

Do you think the use of Urdu and English as mediums of instruction in

schools has affected the learning outcomes of students?
Valid Cumulative
Frequency Percent Percent Percent
Valid Yes, positively 22 57.9 61.1 61.1
Yes, negatively 2 5.3 5.6 66.7
No, not much 5 13.2 13.9 80.6
effect
Not sure 7 18.4 19.4 100.0
Total 36 94.7 100.0
Missing System 2 5.3
Total 38 100.0

How well do you believe the media represents and supports regional
languages in Pakistan?
Valid Cumulative
Frequency Percent Percent Percent
Valid Very well 6 15.8 16.7 16.7
Moderately 9 23.7 25.0 41.7
well
Adequately 6 15.8 16.7 58.3
Not very well 14 36.8 38.9 97.2
Poorly 1 2.6 2.8 100.0
Total 36 94.7 100.0
Missing System 2 5.3
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Total 38 100.0

How would you assess the availability of quality educational

resources in regional languages?
Valid Cumulative
Frequency Percent Percent Percent
Valid Abundant 5 13.2 13.9 13.9
Adequate 12 31.6 33.3 47.2
Limited 16 42.1 44.4 91.7
Very 3 7.9 8.3 100.0
limited
Total 36 94.7 100.0
Missing System 2 5.3
Total 38 100.0

How well do you think the media represents linguistic diversity in Pakistan?
Valid Cumulative
Frequency Percent Percent Percent
Valid Very well 6 15.8 16.7 16.7
Adequately 9 23.7 25.0 41.7
Needs 19 50.0 52.8 94.4
improvement
Poorly 2 5.3 5.6 100.0
Total 36 94.7 100.0
Missing System 2 5.3
Total 38 100.0

How well do you think the Pakistani education system accommodates

the use of regional languages in primary education?
Valid Cumulative
Frequency Percent Percent Percent
Valid Very well 7 18.4 19.4 19.4
Moderately 9 23.7 25.0 44.4
well
Somewhat 12 31.6 33.3 77.8
Not very well 5 13.2 13.9 91.7
Poorly 3 7.9 8.3 100.0
Total 36 94.7 100.0
Missing System 2 5.3
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Total 38 100.0

Do you think language-based identity markers can lead to greater social

cohesion * or potential conflicts?
Valid Cumulative
Frequency Percent Percent Percent
Valid Greater social 11 28.9 30.6 30.6
cohesion
Potential conflicts 18 47.4 50.0 80.6
No impact 3 7.9 8.3 88.9
Not sure 4 10.5 11.1 100.0
Total 36 94.7 100.0
Missing System 2 5.3
Total 38 100.0

Overall, how satisfied are you with the current language policy in
Pakistan and its impact on education and society?
Valid Cumulative
Frequency Percent Percent Percent
Valid Very satisfied 2 5.3 5.6 5.6
Satisfied 12 31.6 33.3 38.9
Neutral 13 34.2 36.1 75.0
Dissatisfied 6 15.8 16.7 91.7
Very 3 7.9 8.3 100.0
dissatisfied
Total 36 94.7 100.0
Missing System 2 5.3
Total 38 100.0
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Statistics

Do you think the use

of Urdu and English How well do you
How do you perceive as mediums of believe the media
the role of English in instruction in schools represents and
education and job has affected the supports regional
opportunities in learning outcomes of languages in
Gender University Pakistan? students? Pakistan?
N Valid 36 36 36 36 36
Missing 2 2 2 2 2
Mean 1.8333 1.2500 1.5278 1.9167 2.8611
Std. Error of Mean .06299 .07319 .11606 .20845 .19981
Median 2.0000 1.0000 1.0000 1.0000 3.0000
Mode 2.00 1.00 1.00 1.00 4.00
Std. Deviation .37796 .43916 .69636 1.25071 1.19888
Range 1.00 1.00 2.00 3.00 4.00
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Statistics

How well do
you think the Overall, how
Pakistani Do you think satisfied are
How would education language- you with the
you assess How well do system based identity current
the availability you think the accommodate markers can language
of quality media s the use of lead to greater policy in
educational represents regional social Pakistan and
resources in linguistic languages in cohesion * or its impact on
regional diversity in primary potential education and
languages? Pakistan? education? conflicts? society?

N Valid 36 36 36 36 36

Missing 2 2 2 2 2

Mean 2.4722 2.4722 2.6667 2.0000 2.8889

Std. Error of Mean .14078 .14078 .19920 .15430 .17264

Median 3.0000 3.0000 3.0000 2.0000 3.0000

Mode 3.00 3.00 3.00 2.00 3.00

Std. Deviation .84468 .84468 1.19523 .92582 1.03586

Range 3.00 3.00 4.00 3.00 4.00

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Conclusion

In conclusion, Pakistan provides a powerful example of the intricate relationships

between languages within a multilingual culture. The symbolic weight of the each language

fluctuates constantly, even while powerful languages like English maintain their hierarchical

positions, due to the diverse array of languages that are spoken throughout its many regions.

Urdu and English have a significant role in many facets of Pakistani daily life. English is

valued for its potential open up global opportunities, making it a valuable asset for

advancement in school, careers, and the economy. However, Urdu is a cornerstone of local,

cultural, and familial ties, stressing its significance, particularly for girls. English has grown

more widely used in public spaces, educational settings, and the economic sector, illustrating

its globalization. Concerns. It opens up crucial discussions on linguistic guidelines that ought

to aim for diversity and cultural preservation.

This study, conducted at Gift University as well as Punjab University, highlights the

significant influence that English proficiency has on students' educational paths and potential

career paths. In order to close linguistic gaps and advance a more diverse educational

environment, the findings highlight the necessity for well-balanced language policies that

respect both English as well as regional languages.

Ultimately, while being fluent in English is clearly useful, it shouldn't widen already

existing socioeconomic gaps. It is essential to establish pathways for language instruction

that enable people with a range of linguistic proficiency. As the globe becomes more
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interconnected, Pakistan may celebrate its language diversity by embracing bilingualism and

multilingualism and preparing its people for success. In addition to fostering cultural

diversity, this all-encompassing strategy will open the door to a society that is more inclusive

and peaceful.
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References:

- Ahmed, R. (2014). English as an employability skill in Pakistan. Language Testing in Asia,

4(12), 1-12.

- Ali, T. (2018). Linguistic capital, linguistic inequality and the economic value of English in

Pakistan. Language in Society, 47(5), 677-699.

- Hussain, A. (2010). Role and importance of English in Pakistan. International Journal of

English Linguistics, 1(2), 247-252.

- Kachru, B. B. (1986). The alchemy of English: The spread, functions, and models of

nonnative Englishes. Pergamon Press.

- Kamal, A. (2019). English as a language of power and resistance: A postcolonial

perspective from Pakistan. Language and Intercultural Communication, 19(3), 247-260.

- Khan, A. (2015). Language policy, planning and practice: A case study of Pakistan.

Multilingua, 34(4), 509-529.

- Rehman, A. U., & Rehman, S. U. (2016). Role of English language in employment.

International Journal of Multidisciplinary and Current Research, 4, 1-6.