Colonial legacies in Pakistan’s medium of instruction: Urdu vs English

Colonial Legacies in Pakistan’s Medium of Instruction: Urdu vs. English

The educational landscape of Pakistan is deeply influenced by its colonial past, primarily characterized by the dynamics of language—specifically, the ongoing tension between Urdu and English as mediums of instruction. This dichotomy has far-reaching implications for social equity, educational access, and national identity, rooted in historical legacies that continue to shape the country's education system.

Historical Context

After gaining independence in 1947, Pakistan inherited an educational framework heavily influenced by British colonial policies. The colonial government had established English as the primary medium for administration, higher education, and elite schooling, effectively entrenching it as a symbol of modernity and prestige. Conversely, Urdu, the national language, was often relegated to lower status, associated predominantly with social mobility for the masses rather than academic excellence 1.

This linguistic hierarchy reflects broader social stratifications. English is often perceived as the language of the elite, accessible primarily to wealthier segments of society who can afford English-medium private schooling. In contrast, Urdu-medium institutions are prevalent among poorer communities, perpetuating a cycle of linguistic and educational inequality 2.

Impact of Colonial Legacies

1. Social Stratification: The colonial legacy has fostered a significant divide between Urdu and English-medium schools. The former typically provide education that prepares students for state employment within a limited local context, while the latter equips students with skills deemed necessary for participation in the global economy, including proficiency in English 3. This division has led to a societal perception that equates English language proficiency with higher social status and better economic opportunities.

2. Educational Disparities: The educational system reflects and amplifies economic disparities. Students in English-medium schools generally receive better resources and opportunities, which facilitates their access to higher education and prestigious jobs. Conversely, students educated in Urdu may find themselves disadvantaged, lacking the same level of competition in a globalized world that prioritizes English language skills 4.

3. Cultural Identity and Linguistic Policies: The medium of instruction has become a battleground for cultural identity as well. While English continues to hold prestige, Urdu is essential for fostering a national identity and cultural unity. Policymakers face the challenge of balancing the preservation and promotion of Urdu while accommodating the global demand for English. The shift towards a more inclusive approach to language in education may help to reconcile these cultural tensions, yet it requires a re-evaluation of existing policies 5.

Current Trends and Future Directions

As of 2025, discussions around Pakistan’s medium of instruction are evolving, with increasing calls for policies that promote bilingual education. Advocates argue for a system where students can attain proficiency in both languages, which may help bridge the gap between educational quality and accessibility 6. Historical perspectives indicate that ignoring the colonial context risks reinforcing existing inequalities 7.

Conclusion

The divide between Urdu and English as mediums of instruction in Pakistan is a reflection of deep-seated colonial legacies that continue to influence the educational landscape today. Addressing these issues requires thoughtful policy interventions that recognize the importance of both languages in fostering social equity and national identity. Moving forward, creating inclusive educational frameworks that balance local cultural needs with global language demands can help Pakistan develop a more equitable and effective educational system.