AN ANALYSIS OF LEXICO-SEMANTIC VARIATIONS IN PUNJAB ENGLISH TEXTBOOKS (GRADE 9-10)

Abstract

This study investigates the lexico-semantic differences existing in Grade 9 and 10 Punjab English textbooks with a focus on how Islamic, cultural and socio-religious information influence the linguistic representation of Pakistan. It recognizes English as a colonial heritage that is embedded within the national identity and thus explores how the curriculum mediates global English standards and local derived ideological content. Based on a structural lexico-semantic analysis model for content analysis, the study identifies and classifies lexical elements that carry an Islamic and cultural meaning and examine how they affect formation of conceptualizations and semantic patterns in the textbooks. The study also examines the expression of Pakistani English (PakE), a nativized language in terms of vocabulary and meaning constructions as a way of highlighting the mechanism by which cultural and religious values of the locals are incorporated into the language pedagogy. This fact is accompanied by the policy context, according to which the use of Islamic terms and religious stories are mandatory, which serves to understand the active process of linguistic nativization and semantic adaptation. The results show that the translation of textbooks does not simply repeat itself, but it actually produces lexico-semantic differences that incorporate moral and religious codes, thus developing a culturally particular model of English language education. The study plays an important role in comprehending the role of language policy and curriculum development in shaping national and cultural identities through English language education in Pakistan, and suggests that textbooks form an essential part of codifying and maintaining a unique socio-cultural assortment of English that meets the cultural integration and ideology-strengthening goals of Pakistan.