Abstract
This research investigates challenges and prospects of the dynamic, bilingual education in the light of Pakistan’s language policy. It guides language policymakers to adopt the dynamic, bilingual policy in Pakistan’s education system. However, the researcher revealed that most of the participants willingly favored and practiced the dynamic model of bilingual instruction, but there is no formal policy guide for them. The employment of this education model is valid and feasible in both theory and practice. Besides, readers and policymakers through this research paper would come to know that the dynamic, bilingual education improves students’ socio-cognitive, linguistic performance and functional biliteracy through translanguaging and multimodalities. The issue of monoglossic separation of languages in Pakistan is yet to be solved. Furthermore, the researcher used qualitative, empirical methodology to do analysis and employed open-ended questionnaires to collect data. The researcher used purposive sampling to collect data from sixteen respondents. Additionally, findings show that the subtractive language policy, linguistic politics, the power elite’s monolingualism, parents’ obsession with English, and students’ negative attitudes are challenges to the dynamic, bilingual education. In contrast, Pakistan’s multi-lingual reality along with translingual practices, the use of multimodalities, students’ multi-lingual repertoire, functional biliteracy, and transcultural interaction are some of the prospects of the dynamic, bilingual education policy in Pakistan. Thus, there are both challenges and prospects of the dynamic, bilingual education policy in Pakistan.
Highlights
The current research paper draws its motivation from the practical benefits offered by the dynamic, bilingual education in a multilingual society
The thematic analysis of data is carried out based upon the headings: Challenges of Bilingual Education in the Light of Pakistan’s Language Policy and Prospects of Bilingual Education in the Light of Pakistan’s Language Policy
One of the participants when asked about the impacts of not adopting the dynamic, bilingual education policy and thereby undertaking no such related training made the following comment: “Local languages of Baluchistan are neglected in formal institutions
Summary
The current research paper draws its motivation from the practical benefits offered by the dynamic, bilingual education in a multilingual society. Bilingual mode of instruction will be beneficial for Pakistan (Raja, 2014). This research will convince policy makers to introduce dynamic, bilingual medium of instruction in educational institutions. The bilingual policy when imposed would enhance socio-cognitive, linguistic performance and functional biliteracy of students through multimodalities and translanguaging. The use of multimodalities in the classroom, such as visuals, graphics, sounds, and texts will enhance students’ literacy. In the realms of Educational Linguistics and Applied Linguistics, many researchers will look to this research paper to carry out a classroom-based research in bilingual education which lacks in Pakistan (Jabeen, 2010)
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