Language Ideologies in Practice: Elementary English Teachers’ Perception of Students' Multilingual Resources

Abstract

This study explores the language ideologies of Pakistani elementary English teachers regarding Pashto, Urdu, and English. English is associated with colonialism, power, and elitism, while Urdu is tied to Islamic education and national identity. Pashto, though emotionally valued, is seen as lacking instrumental worth and is marginalized due to negative media portrayals. Using qualitative methods—observations, interviews, and field notes—the study examines six teachers across three school types: English-medium private, Urdu-medium private, and Pashto-medium government schools. Findings reveal complex attitudes where English is pragmatically prioritized, Urdu holds symbolic value, and Pashto is underappreciated. Teachers' beliefs reflect internal conflicts shaped by sociopolitical hierarchies and linguistic capital. The study highlights the need for inclusive teacher training that acknowledges multilingual realities, integrates students’ diverse linguistic repertoires, and informs language-in-education policy for more equitable classroom practices.