DefinePK

Abstract

English holds a central yet contested position in Pakistan’s language policy, functioning simultaneously as a medium of instruction, a tool of socio-economic mobility, and a source of linguistic inequality. This paper examines the status of English in Pakistan’s educational system with a particular focus on Balochistan, where educational challenges are compounded by limited resources and socio-political complexities. Drawing on literature related to language policy, linguistic challenges, pedagogical practices, and teacher professional development, the study highlights the implications of adopting English as a medium of instruction (EMI). Special attention is given to the revised English curriculum and its intended role in improving language learning outcomes. However, the findings underscore significant barriers in its implementation, including ideological tensions, policy ambiguities, inadequate teacher preparation, and lack of alignment between curricular goals and classroom realities. The paper argues that without addressing these structural and pedagogical challenges, the revised curriculum risks perpetuating inequalities rather than bridging them. The discussion offers insights for policymakers, educators, and curriculum developers to reimagine English education in Pakistan in ways that are contextually sensitive and pedagogically effective