From London to Lahore: English Is No Longer Theirs, It’s Ours – Mehmood Khan
Lahore, Pakistan – Standing before a prominently displayed airline announcement board at Jinnah International Airport, one notices the familiar pattern: flight details in English, often followed by Urdu. Similarly, on the historic Grand Trunk Road, bilingual signs point the way to Lahore, highlighting “لَاھور” alongside “Lahore.” These everyday symbols, far from being mere colonial relics, underscore a profound truth: English in Pakistan is not a foreign imposition, but a deeply woven thread in the fabric of national life, sparking a vibrant, often contentious, debate about its role in education and national identity.
The government’s recent deliberations over the medium of instruction – weighing English against Urdu and regional languages – bring this dynamic to the forefront. Is English an indispensable ladder to opportunity or a divisive barrier deepening social fissures? The answer, increasingly, might be both, but with a crucial caveat: this English is undeniably Pakistani.
A recent report by the British Council, for instance, echoed what linguists have observed for years: there are now more non-native English speakers globally than native ones. This monumental shift affirms that English is no longer the sole property of its traditional homelands. Pakistani English (PakE), with its distinctive cadence and vocabulary, is a testament to this global evolution. It is not “broken” English, as some purists might contend, but a legitimate variety, adapted and enriched by the Pakistani context, reflecting our unique cultural and social realities.
Consider the pervasive influence of code-switching, where conversations effortlessly glide between Urdu and English. Or the unique terms that have entered the lexicon: time-pass for leisure, prepone to advance a schedule, goondaism for hooliganism, and biradarism for nepotism. Even local culinary delights like atta (flour), ziarat (pilgrimage), and gol gappa are now seamlessly integrated into English discourse. Linguists often categorize its usage into various registers: the Acrolect, representing formal, elite English used in media and institutions; the Mesolect, commonly used by professionals, teachers, and civil servants; and the Basilect, the informal, mixed speech of everyday people. Each register underscores English’s adaptive nature within Pakistan.
Indeed, English casts a long shadow over institutional life. From the highest courts to university lecture halls, the civil service, scientific research, and increasingly, the burgeoning IT sector, English remains the dominant language. Access to quality English education is widely perceived as the golden ticket to upward mobility, promising better jobs, international exposure, and professional success. This perception is not unfounded, especially as Pakistan ranks among the top five global freelancing markets, where proficiency in English is a direct conduit to international clients and digital opportunities. English, in this sense, is no longer merely an academic subject; it is a practical tool powering Pakistan’s digital economy.
Yet, herein lies the paradox. While English opens doors, its unequal distribution also creates formidable barriers. The concentration of high-quality English education in elite private schools confers an undeniable advantage on privileged groups, often at the expense of those attending public or madrassah schools. This disparity risks consolidating an English-speaking elite, inadvertently sidelining Urdu and regional languages, and perpetuating a two-tiered society where access to opportunity is dictated by linguistic proficiency.
To navigate this complex landscape, many advocate for a balanced, pragmatic approach: a trilingual model embracing the mother tongue, national language (Urdu), and English. This model acknowledges the intrinsic value of local languages for cultural identity and foundational learning, while leveraging English for global connectivity. In fact, teachers and students across the country already intuitively adopt this pragmatic mix, code-switching to explain complex concepts and foster better understanding.
English in Pakistan is not merely an inherited tongue; it is a locally created, evolving entity. It contributes to the rich tapestry of global Englishes, enriching the language itself. The UNESCO report’s findings resonate deeply here: English is truly a global commons, and its future is shaped by its users, not just its originators.
The overarching lesson for policy-makers is clear: English should be embraced as a tool, not a trophy. If utilized inclusively, fostering equitable access and decolonizing perceptions, it can connect Pakistan to global knowledge, markets, and innovation. If, however, it remains an exclusive preserve, it will only deepen inequality and marginalize vast segments of the population.
From London to Lahore, English belongs to everyone who uses it, adapts it, and imbues it with local meaning. Its future in Pakistan hinges on our ability to wield it with equity, creativity, and a steadfast commitment to our own linguistic heritage.
Mehmood Khan
