Abstract Language policies and school practices in Pakistan continually perpetuate gaps between the traditionally less versus the traditionally more privileged languages. About 95% of students receive their primary and post-primary education in languages other than their L1. Drawing on the continua of biliteracy framework (Hornberger. 2003. Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings. Clevedon: Multilingual Matters), this paper uses teachers’ experiential insights from upscale English-medium schools to show how they employ their critical reflexivity to resist the English-only school policy, and assert their agency to transform pedagogies into meaningful, contextualized, and multilingual modes. Theoretically, such agency and policy-from-below signifies that teachers/actors can creatively negotiate institutional/organizational policies creating substantive ideological and implementational spaces for multiple languages/cultures. Such initiatives also demonstrate that power is not always fixed in the hands of the few; rather critically conscious individuals can generate power to their own advantage. Teachers’ agency can effectively dismantle linguistic discrimination and undo the English-centric monolingualism. The reported opening of spaces for meaningful multilingual and contextualized voices carries useful lessons for those actors who might find their work settings limiting their agency and power. The study concludes that however minor the degree of agency and resistance may be in a particular context, these initiatives have the potential to transform normative perspectives about English and native/indigenous languages.

中文翻译：

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教师作为变革性教学法的推动者：通过持续的两性视角，批判性反思，行动主义和多语言空间

摘要巴基斯坦的语言政策和学校做法不断弥合传统上较少使用特权的语言与传统较多使用特权的语言之间的差距。大约95％的学生使用L1以外的语言接受初等和初等教育。借鉴两文制框架的连续性（Hornberger，2003年。两文制的连续性：用于多语言环境的教育政策，研究和实践的生态框架。Clevedon：多语言问题），本文利用了来自高级英语中等学校的教师的经验见解。展示他们如何运用批判性反思来抵制仅英语的学校政策，并主张他们的代理机构将教学法转变为有意义的，情境化的和多语言的模式。从理论上讲 这种从下至下的代理和政策表示，教师/演员可以创造性地协商体制/组织政策，从而为多种语言/文化创造实质性的思想和实施空间。这些举措还表明，权力并不总是掌握在少数人的手中。具有批判意识的人可以为自己的利益产生力量。教师机构可以有效消除语言歧视，消除以英语为中心的单语主义。据报道，为有意义的多语种和语境声音开辟了空间，为那些可能发现其工作环境限制了其代理和权力的演员提供了有益的经验教训。该研究得出的结论是，在特定情况下，不管采取何种程度的行动和抵抗，