DefinePK

Abstract

This study explores the relation between English language policy and the adoption of 21st-century skills in Sindh, Pakistan. The study relies on a range of secondary sources to study the impact of language policies on teaching, curriculum and teachers’ readiness. It is apparent from the findings that policies in English language instruction tend to be very different from what is actually implemented in practice, making it hard for students to develop their critical thinking, creativity, work with others, communicate and use digital tools. The study reveals that challenges like teaching curricula that are not current, insufficient training for teachers, differences between schools in cities and the countryside and lack of internet access are main obstacles to skill development. In addition, the paper points out the neglect of regional languages because English is favored in academic and educational fields. Therefore, the paper advises the use of multilingual teaching methods, building curricula that fit each context and helping teachers develop their skills to bridge the gap between theories and what happens in schools. Crafting English language instruction according to global knowledge needs will allow higher education institutions to help Pakistani graduates succeed in both their personal and professional lives today.