Language Policy and its Implementation: A Case Study on the Primary Level of Dera Ghazi Khan

Abstract

This case study endeavored to investigate such difficulties, challenges and issues that are generally faced by the English language teachers operating at the primary level in Dera Ghazi Khan. It tried to find out the causal relationship between the adverse impact of the challenges to teachers and the implementation of the state-owned language education policy at the primary level. A qualitative study approach coupled with convenient sampling techniques was employed for collecting data from 14 primary school teachers (7 males & 7 females). The data, mainly recorded through semi-structured interviews and class observations, was subjected to thematic analysis. The results exposed challenges like poor English foundations, crowded and diverse classrooms, insufficient teacher training, and lack of parental involvement which hamper the way of proper policy implementation and cause probable acts of linguicism. Study recommends continuous specialized training and modern resources for the teachers. Additionally, it recommends proper restructuring in the existing (macro-micro) level language in education policy to accommodate more of teachers' agency for having plurilingualism/ multilingualism in classrooms.