2025

Ali, Rukhsana

This study examines how Pakistan’s language-in-education policies, rooted in colonial legacies and shaped by neoliberal globalization, perpetuate linguistic hierarchies and social inequalities. Using Tollefson’s historical-structural lens, it explores the language ideologies of two NGOs, the Society of Pakistan English Language Teachers (SPELT) and the Linguistic Association of Pakistan (LAP) suggest that how these organizations balance advocating for inclusivity with inadvertently reinforcing English dominance. The findings of the study indicate how policies that elevate English as a symbol of modernity and progress marginalize local languages, perpetuating colonial power dynamics and social stratification. The study highlights the need for critically re-evaluating language policies to address their role in maintaining socio-political hierarchies and to foster more equitable and context-sensitive educational frameworks.