A CRITICAL DISCOURSE ANALYSIS OF LANGUAGE POLICIES IN SOUTH ASIA IN THE 21ST CENTURY: A CASE STUDY OF PAKISTAN

Abstract

The fundamental goal was to get an understanding of the power dynamics influencing language policies and their effects on the country's linguistically varied population.  Used a Critical Discourse Analysis (CDA) framework, this research delves into the knotty issues of Pakistan's language policy in the modern era. CDA concepts of Fairclough (2010) and van Dijk (1993) and Michel Foucault's (1972) "discourse" were employed. The research employed CDA principles to examine the wording of public conversation, instructional materials, and official policy papers. The ideologies and power dynamics concealed within these works analyzed. In order to analyze the data, we had to study the texts very carefully, analyze the conversation around them, place the language in its sociopolitical context, and then understand how specific languages and socioeconomic marginalized groups. The results showed that the prevailing narrative places an emphasis on Urdu for the sake of national unity and English for the sake of global competitiveness. As a result, regional languages neglected in governmental spheres and educational institutions. When pupils' native languages are not given priority, they find themselves at a disadvantage. On the other hand, the research also uncovered opposing viewpoints expressed by language activists who are fighting for an education system that recognizes and appreciates the variety of languages spoken in Pakistan. This study adds to our knowledge of the importance of inclusion in language policy and the power dynamics at play within them. The research implies that more egalitarian educational opportunities and a celebration of Pakistan's rich linguistic legacy may be achieved by recognizing the value of regional languages.