ENGLISH MEDIUM POLICY IN PAKISTAN: TEACHER AGENCY AND CLASSROOM REALITIES IN PUBLIC EDUCATION

Abstract

Language policy in education plays a crucial role in shaping national identity, providing access to knowledge, and ensuring fair learning outcomes. This article reviews both the theoretical and empirical literature on language policy and planning (LPP), with a particular focus on English Medium Instruction (EMI) and teacher agency in multilingual educational settings. Drawing from studies in Pakistan and other multilingual countries, it examines historical developments, challenges in implementing top-down language policies, and the effects of language choices on student learning. Although English holds a privileged status within Pakistan’s education system, the use of mother tongues remains limited, especially in public primary schools located in rural or monolingual areas. The literature reveals a gap between official language policies and classroom realities, highlighting the important role teachers play in interpreting and adapting policy. This review also points out gaps in current research, especially regarding how primary-level teachers in under-resourced settings handle EMI-related challenges, and calls for more inclusive, context-sensitive approaches to language planning.