Abstract
Pakistan is linguistically a diverse country. The language policies of successive governments resemble a kind of educational apartheid, where local languages have continuously been neglected. The paper reviews the various language policies in Pakistan, and then, critically examines the existing language policy, and its implications on medium of instruction. The analysis suggests that linguistic cohesion with multi-linguistic policies are needed to adopt a multi-lingual approach in language planning policy in Pakistan. A more pluralist approach to language planning and policy (the mother tongue and regional language for local/regional communication, Urdu for national use, and English for national and international communication) may present a range of implementation challenges. The study is significant because it will shade light on the linguistic situation in Pakistan, and on the government language policy. It will also try to figure out how Pakistan can develop an ecologically valid model for bi/multiliteracy for such complex linguistic context.
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