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Dual Realities: An Investigation of Punjabi Language Integrity in Punjab, Pakistan
Muhammad Bilal01, Wasim Hassan02, Muhammad Abdullah05, Saqlain Manzoor03, Shumyla Imran04
1University of Education Lahore (Faisalabad Campus), Pakistan; 2National Textile University Faisalabad, Pakistan; 3Ibex Institute of Bahawalpur; 4Government Girls High School Multan, Pakistan; 5University of Jhang, Pakistan
This research investigates into the paradoxical state of the Punjabi language in Punjab, Pakistan, where it boasts the highest number of speakers yet suffers from neglect in formal education and public events. Despite being the most spoken language in the region, Punjabi is conspicuously absent from the formal education curriculum, where English and Urdu dominate. This study critically analyzes the socio-political factors contributing to the absence of Punjabi as a compulsory subject in schools and colleges, emphasizing the cultural and linguistic importance of its inclusion.
Furthermore, it examines the exclusion of Punjabi as a mode of communication in public events, official documents, and government offices. This linguistic marginalization has significant implications for the cultural and linguistic identity of Punjabi-speaking communities. The study employs linguistic analysis, sociological perspectives, and policy evaluation to comprehensively assess Punjabi's current state.
The research findings contribute to the ongoing dialogue on linguistic diversity, cultural identity preservation, and the integration of Punjabi into educational and administrative domains. By addressing the coexistence of the most spoken yet ignored language, this study urges a reconsideration of the importance of linguistic integrity and cultural heritage in Pakistan's societal fabric.
The Dilemma of a National Language in Uganda: Who is to Blame?
Nicholas Isaac Mukwana, Prosperous Nankindu
Kyambogo University, Uganda
The Dilemma of a National Language in Uganda: Who is to Blame?
In a multilingual country like Uganda, with over sixty five indigenous languages (Gov’t of Ug, 1995), a national language is critical in shaping serenity as a means of unifying the coexistence of the populace. Internally, a national language brings about national identity and national unity. Many factors account for the failure of a national language in Uganda; the varying language ideologies, the multilingual nature of the populace, the history of colonialism, and government recognition (Nankindu, 2014). It is against this background that English language, a colonial language remains the lingua franca of Uganda, used in education institutions as a language of instruction, in parliament for debates, legislation and policy making and well as a medium of national and international business. The national anthem is in English, many school mottos and anthems are in English and all national functions are held in English language. In fact, even some foreign languages are taught through English using bilingual methods. Unfortunately, policy makers have failed to either agree or come up with a language that would make Ugandans feel Ugandan. As Blommaert, (2006), put it; there is a collocation between language policy and national identity. This study, therefore, is aimed at resurrecting a debate that would propel the policy makers to revisit the subject of a national language.
Key words: multilingual country, language ideologies, language policy
