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Language In National Education

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This is first of three findings chapters. This chapter explores the important themes emerged and which national ideologies are promoted through language at the policy level, and participants’ understandings of the context that defined the issue of language in national policy. These understandings characterize an essential knowledge in discourse analysis because they disclose the relationship between thinking and acting, mainly in relationship of distinct belongings. Through this, the participants were able to confirm their structures of control as policymakers and other structures that influence their policymaking decisions. Therefore, this chapter answers the first research question: the ideologies and goals of language set in national education …show more content…

The economic claim continues to dominate the essential questions of educational purpose, provincial accountability, education values and national educational governance in Pakistan. In order to meet the economic needs, international language gets priority over national and local languages. It is similar to the understanding that globalization is a phenomenon that results from economic priorities including trade agreements, multinational interests and international competitiveness. Even these activities do not constitute globalization; however, they reflect the effects of globalization upon society. Individuals in policymaking frequently rationalize globalization as a reason to support, engage in, or withdraw from participation in various levels of policy making. Generally, this is true in the Pakistani context as research participants indicated the global influences provide a justification for educational reform. Thus, I focus on their understandings of the effects of globalization on Pakistan’s federal political arena, the economy and the education. Further, I include the analysis of the policymakers understanding of Pakistan’s response to globalization and focuses on educational reforms specifically on language. The discussion reports the functioning of the policymaking to the power of education through the interplay of local, national and international undertakings, and claim of the social technologies by means of economic transformations, educational marketing and national priorities to ensure global competitiveness, procedures, and various stages of agenda setting. As a final point, attention is set to the participants ‘perceptions on how globalization has affected the policymakers’ interest in and pursuit of

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