![]() Negotiating identities: Education for empowerment in a diverse society. Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Top-down English policy and bottom-up teacher take: An interview-based insight from the Balochistan province of Pakistan. Language Problems and Language Planning, 41(1), 1–25. English in Pakistani public education: Past, present, and future. May (Eds.), Language awareness and multilingualism (pp. Translanguaging as a pedagogical tool in multilingual education. Qualitative Research in Psychology, 3(2), 77–101. The impact of Dutch teachers on family language policy of Turkish immigrant parents. International Journal of Bilingual Education and Bilingualism, 19(6), 649–667. The early childhood education and care partnership for bilingualism in minority language schooling: Collaboration between bilingual families and pedagogical practitioners. Disa Yayinlari.īergroth, M., & Palviainen, Å. Journal of Educational Research and Practice, 9(1), 202–223. Teacher attitudes toward the principal of multilingual education: Advancing research on mother-tongue education in Turkey. Multilingual language practices in education in Pakistan: The conflict between policy and practice. Finally, recommendations for teachers, researchers, school administration, and policymakers are put forward.Ījzen, I. Moreover, the instruction in familiar languages increased the confidence level of the students, and they started participating inside the classroom without any hesitation. The teachers believed the mother tongue-based multilingual teaching practice increased the productivity level of the students by incorporating multiple languages inside the classroom. Besides multiple constraints, the findings of the study showed that teachers were optimistic regarding multilingual education/pedagogy in the context of government schools of Balochistan. Data were collected through semi-structured interviews and focus group discussions with 28 English teachers of primary government schools in the province of Balochistan. In this chapter, the researcher investigated English language teachers’ beliefs about mother tongue-based multilingual education in government schools of Balochistan. But the policymakers revised the policy without addressing the challenges that teachers encounter while implementing policy in a real context. As a consequence, in the early stage, students are compelled to learn three different languages: their mother tongue (Pashto, Balochi, Punjabi, and Persian), Urdu, and English. As a result, Pakistani policymakers have lately updated the 2009 National Education Policy by shifting the monolingual-based educational practices of government primary schools of Pakistan into bilingual education. The globalized world has increased the demand for the English language learning.
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