ABSTRACT

This study examines the discourses of educators in Pakistan through the lens of Critical Multilingual Language Awareness (CMLA) to demonstrate how their lack of critical awareness reinforces and reproduces subtractive language policies and practices in a diverse multilingual setting. CMLA stands for the understanding of the social, political and economic struggles surrounding the use of languages (García, O. 2009, Bilingual Education in the 21st Century: A Global Perspective, 302. Oxford: Wiley/Blackwell). Drawing on data collected through interviews and a questionnaire survey, the study analyses why most educators tend to manifest the following orientations/tendencies: monoglossic ideologies, devaluing native languages/cultures, normative assumptions about contemporary sociolinguistic order, English-medium fever, and fallacious folk theories about plurilingualism and multilingual education. The study suggests some policy measures that could foster CMLA, which could in turn help create ‘ideological and implementational spaces’ for multiple languages, literacies, and identities in classroom (Hornberger, N.H. 2003. Continua of Biliteracy: An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings. Clevedon: Multilingual Matters, Hornberger, N.H. 2016. Researching the continua of biliteracy. In Research Methods in Language and Education, ed. K. King, Y.-J. Lai and S. May, 1–18. Cham: Springer International Publishing). We propose that deprescriptivisation and conceptual reorientation of educators could be crucial in this direction. This entails deconstruction of socially constructed folk theories about languages and language use, developing an awareness that ‘language is socially created, and socially changeable to give voice and educate all students equitably’ (García, O. 2017, Critical multilingual language awareness and teacher education. In Language Awareness and Multilingualism, ed. J. Cenoz, D. Gorter and S. May, 263–280. Cham: Springer International Publishing). We propose that language activists and critical applied linguists could play their agentive role as public intellectuals to deconstruct negative views about the role and value of the native/indigenous languages as pedagogical resources, and create ideological and political openings for inclusive perspectives, policies and practices. This could be achieved through scholarly activism, advocacy campaigns, and public awareness programs.

摘要

本研究通过批判性多语言语言意识 (CMLA) 的视角检查巴基斯坦教育工作者的话语，以证明他们缺乏批判性意识如何在多样化的多语言环境中强化和复制减法语言政策和实践。CMLA 代表对围绕语言使用的社会、政治和经济斗争的理解（García, O. 2009，21世纪的双语教育：全球视角）, 302。牛津：威利/布莱克威尔）。该研究利用通过访谈和问卷调查收集的数据，分析了为什么大多数教育工作者倾向于表现出以下取向/倾向：单一语言意识形态、贬低本土语言/文化、对当代社会语言秩序的规范假设、英语媒体热和谬论关于多语制和多语种教育的理论。该研究提出了一些可以促进 CMLA 的政策措施，这反过来又可以帮助为课堂中的多种语言、文化和身份创造“意识形态和实施空间”（Hornberger, NH 2003. Continua of Biliteracy: An Ecological Framework for Educational Policy,多语言环境中的研究和实践. Clevedon: Multilingual Matters, Hornberger, NH 2016。研究双语的连续性。在语言和教育的研究方法，编辑。K. King, Y.-J. Lai 和 S. May，1-18 日。查姆：斯普林格国际出版社）。我们建议教育者的去规范化和概念重新定位在这个方向上可能是至关重要的。这需要解构关于语言和语言使用的社会建构的民间理论，培养一种意识，即“语言是社会创造的，社会可以改变，以公平地表达和教育所有学生”（García, O. 2017，批判性多语言意识和教师教育. 在语言意识和多语言方面，编辑。J. Cenoz、D. Gorter 和 S. May，263-280。查姆：斯普林格国际出版社）。我们建议语言活动家和批判性应用语言学家可以发挥他们作为公共知识分子的代理作用，解构关于本土/土著语言作为教学资源的作用和价值的负面看法，并为包容性观点、政策和实践创造意识形态和政治开放。这可以通过学术激进主义、宣传运动和公众意识计划来实现。