Lost in Translation: A Critical Analysis of the Disconnect Between National English Language Policy and Classroom Implementation in Pakistan

Abstract

The critical review is based on the unceasing disjuncture between the policy of the national English language to be applied and the practices of the classroom in Pakistan. The paper will rely on a review of the current literature on modern literature to investigate how past legacies, socio-political ideologies, socio-economic disparities, and institutional constraints systematically influence English language education in Pakistan. Although policy frameworks are promoting communicative, inclusive, and learner-centered practices, the real practice that takes place in classrooms shows a lack of preparedness of the teacher, lack of resources, strict evaluation, and the top-down execution of policies that cannot cater to multilingual and heterogeneous differences in learning. The analysis brings out the manner in which Anglo-normative conceptions of proficiency and deficit ideologies give advantages to elite learners at the expense of lower socio-economic status students, which strengthens educational inequities. Comparative experiences of other developing settings also testify to the fact that the same policy-practice gap could be addressed by using participatory governance, long-term teacher professional development, context-driven curriculum and strategic introduction of digital technologies. The review comes to a conclusion that significant change should be an approach of adopting receptive and particular ways of policy concerning the classroom alongside starting to tackle discussions related to local reality and the manner in which they assist in achieving them. To enhance English language proficiency, educational equity, and greater socio-economic development in Pakistan, national policy goals should be aligned to pedagogical practice.