Language Ideology, Decolonial Linguistics, and Youth Identity: An Iqbalian Critique of English Pedagogy in Pakistan

Abstract

This article critically analyzes the English language pedagogy in Pakistan from the perspective of Iqbal, while highlighting the colonial and neoliberal ideologies which affect the functioning of English language education and formation of youth identity in Pakistan. The study draws on decolonial linguistics and critical language ideology research to examine the impact of EMI on the students' multilingualism, teaching and learning activities, and language ideologies. It reflects contemporary language teaching in English in Pakistan with its historical background of colonial rule in which English has been used as a symbol of socio-economic privilege, and Urdu and regional languages have been marginalized. The research builds on Allama Muhammad Iqbal's notion of khudi, based on cultural identity, self-affirmation, and resistance to intellectual subordination, to explore the impact of English education on creating multilingual identities and sustaining linguistic and socio-economic hierarchies. Results show how monoglossic ideologies persist in language policies, curricula, and classroom work and how translanguaging occurs in certain places where it would be beneficial for students' multilingual identities. The article suggests a decolonial pedagogy that is Iqbalian, and involves cultural authenticity, critique of colonial epistemic hierarchy and critical consciousness. It calls for a reapproach of English language teaching in Pakistan where the indigenous knowledge systems are also to be integrated and the wider implications of the philosophy of the Global South languages for decolonizing English language teaching are also appreciated.