here is an apartheid in our education system. A clear divide is visible in the education of the children of the rich and those of the poor. Language plays a significant role in this division. For several decades, the neo-liberal model has permeated our education system, creating a wide gap between the educational institutions serving the wealthy and the working class. It’s an irony that education, whose primary purpose is to reduce social and economic inequalities, is now reinforcing these disparities. Government schools have lost their appeal. Most parents now prefer to send their children to private schools.

Among the reasons informing this choice, one major factor is the English language. Many parents see English as the standard of quality. Given the popularity of the English language, substandard schools have also sprung up in neighborhoods, claiming to be English-medium. Why do parents perceive English as the hallmark of a good schooling? Why has there been such neglect of Urdu-medium schools? The answer to this seemingly simple question is not straightforward. To understand this, we need to explore some other questions related to language.

One important fact about languages is that no language is inherently superior or inferior. The social status of a language is determined by the social status of its speakers. The same applies to English. English has emerged as a powerful language because proficiency in English opens doors to good job opportunities. Fluency in English is also considered essential for higher education in foreign universities.

If we look at job advertisements in multinational companies in Pakistan today, two skills are consistently mentioned: communication skills and interpersonal skills. Proficiency in English, coupled with a particular accent, greatly helps candidates during job interviews. Thus, English is not just a medium for the exchange of ideas and information; it is also tied to power.

French sociologist Pierre Bourdieu’s concept of power is connected to his capital theory. In his view, economic capital, social capital and cultural capital are symbols of power. A key component of cultural capital is linguistic capital. According to Bourdieu, these capitals build and shape power in any society. Bourdieu does not see language merely as a tool for transmitting ideas and information but as an instrument of power. He argues that when someone speaks, their intention is not only to make others understand their message but also to be believed, obeyed, respected and distinguished from others.

This social status of language is further reinforced in schools, thus helping to perpetuate the centres of power in any society. British sociologist Basil Bernstein, an expert in the sociology of language, pointed out the unequal distribution of linguistic capital. In his well-known paper Elaborated and Restricted Codes he explains how the language of the working class is less effective in fulfilling the educational tasks and assignments in schools. English-medium schools attract the attention of parents by claiming that they will make their children fluent in English.

The linguistic capital that children acquire at home plays a significant role in their educational performance. Children from economically and socially higher-status families have more linguistic capital and go to elite schools where the curriculum, textbooks, teacher quality, teaching methods and examination standards are better.

The linguistic capital that children acquire at home plays a significant role in their educational performance. Children from economically and socially higher-status families have more linguistic capital. They go to elite schools where the curriculum, textbooks, teacher quality, teaching methods and examination standards are better. On the other hand, children from families with limited financial resources usually attend schools where the curriculum, textbooks, teacher quality and examination systems are of a lower standard. In these schools, most teachers are not proficient in spoken English. Thus, children from affluent families, who already possess linguistic capital in English, go to elite schools where this capital is further enhanced.

In contrast, poor children with less linguistic capital in English, due to financial constraints, can only access schools where their linguistic capital in English does not significantly improve. Especially in terms of spoken English, their performance shows little improvement, further deepening and highlighting the divide between students. This linguistic capital in English plays an important role in students’ future employment opportunities. Students proficient in English have better chances of securing good jobs. Thus, our unequal education system is exacerbating social inequality, with English playing a major role in this.

Another reason English has gained such prominence in Pakistan is that we have done little to promote Urdu, the national language, and the various regional languages. In the first Educational Conference of, the gradual implementation of Urdu was discussed. In the 1959 Commission report it was suggested that Urdu should become the official language in 15 years. The 1973 constitution allowed another 15 years for Urdu to replace English as the official language. However, concrete progress has been lacking.

Ideally, there should have been an arrangement at the national level to translate modern books and research papers published worldwide into Urdu. This has been done in many countries that take pride in their national language. The neglect of Urdu and regional languages led to the gradual rise of English as the dominant language in Pakistan. It is important to note that none of the educational policies developed in Pakistan have given sufficient attention to the language issue. There is a need for a comprehensive national language policy that thoroughly discusses English, Urdu and the regional languages of Pakistan and presents practical and concrete suggestions. English plays a key role in the inequality between schools attended by the rich and the poor. The dream of a uniform curriculum and facilities cannot be realised until students are given equal opportunities to acquire linguistic capital.

The writer is an educationist. He can be reached at: shahidksiddiqui @gmail.com