Effects of Lingual Ethnicity on the Education System of Pakistan
Abstract
This paper is a comprehensive evaluation of, effects of Linguistic Ethnicity on the educational system of Pakistan. Based on the theory of Ethnolinguistic vitality, that provides us the framework to study this crucial problem, existing here for decades. It explains how the strength of a language group (status, demography, institutional support) affects identity and educational outcomes. It explains how regional languages compete for space in schools, and it involves the extent to which institutions (schools, media, and government) promote or suppress a language. Pakistan’s educational policies largely support Urdu and English, limiting the vitality of ethnic languages in classrooms. Keeping the students of National University of modern languages (NUML) as a sample study this article explains that how language mediums in the educational system have an impact on the state's educational and learning standards. Urdu and English medium schools are two separate paths that lead to higher education institutions that use English as the primary language. Urdu-medium students confront challenges in higher education. Due to their incapacity to comprehend the basic principles of their courses, students are unable to study effectively. As a result of the language barrier, students who are unable to explain their ideas correctly acquire an inferiority mentality. As a result of their inability to communicate effectively in English, some students lose confidence and are unable to fully participate in class activities. To name a few of the negative repercussions of lingual ethnicity in our educational system, there are language barriers, inferiority complexes, youthful classes and categories, inefficiency in class performance, a lack of unity and partiality. SNC and a strong language policy are the modest and proper responses to this tragedy.
Key words: Linguistic Ethnicity, Ethnolinguistic Vitality Theory, Colonial Language Legacy, Educational System of Pakistan, NEMIS/PIE, Student Confidence and Participation.
