English as a Medium of Instruction in Pakistan: Equity, inclusion and Social Justice Issues

Abstract

The language of education plays a substantial role in the development of a nation. It is not only a means to transfer knowledge to the masses, but it also shapes the feelings and attitudes of individual students. Unfortunately, if the language (s) of education is not chosen carefully or if its status and role are not defined adequately, it may give rise to inequality and injustice. In Pakistan, during General Musharraf’s regime (2001-2008), English was proclaimed as the medium of instruction with the aim of introducing a unified medium of instruction for all, (Asif et al, 2020). English as the medium of instruction (EMI) has always remained controversial in Pakistan. It is often criticized for paving ways for a number of issues of equity, inclusion and social justice. Thus, the studyaims to explore the extent to which English medium instruction (EMI) addresses social equality and social justice issues in the public-school system of Pakistan. Data for the study is collected via interviews with ELT (English Language Teacher) professionals from the public- school system who are facing such issues because of EMI. Additionally, employing a thematic approach to analysis, study provides a critical analysis of inclusion and injustice issues. Finally, it draws implications for teachers, schools, and policymakers, and will make recommendations to address the issues.