RETHINKING “SUCCESS” IN EDUCATION: A UNIFIED INCLUSIVE LANGUAGE POLICY FOR PAKISTAN’S MULTILINGUAL LANDSCAPE

Abstract

Pakistan’s linguistic diversity, with over 70 languages, faces challenges due to the dominance of Urdu and English and inconsistent support for smaller minority languages like Brahui, Khowar, and Torwali. The study employs a self-designed qualitative methodology named Reflective Experiential Policy Synthesis (REPS) to develop the Pakistan Multilingual Inclusive Language Policy (PMILP). This study proposes the Pakistan Multilingual Inclusive Language Policy (PMILP), a comprehensive framework to promote equity, cultural preservation, and linguistic vitality across education, government, public services, media, and technology. Unlike Pakistan’s current policy, which is primarily education-focused and fragmented, PMILP employs a cost effective “3+1” model (major regional language + Urdu + English + optional fourth language i.e. smaller minority language), integrating smaller minority languages through open-source materials, community engagement, and a five-year implementation plan with measurable goals. Aligned with Pakistan’s Constitution and provincial autonomy, PMILP addresses gaps in linguistic inclusion by prioritizing smaller minority languages in curricula, governance, and media, fostering social cohesion and ensuring equitable access for all linguistic communities.