English is the key to education and jobs in Pakistan. Female students do not get as many opportun... more English is the key to education and jobs in Pakistan. Female students do not get as many opportunities as males do in rural Pakistan for learning English. This narrative inquiry was conducted to understand the experiences of female learners of English. Investment and identity negotiation theory was employed as a theoretical framework to make sense of their lived narratives. Thematic narrative analysis was used to analyze and extract themes from the qualitative data. The study found that female learners heavily invested physically, socially and financially to learn English due to its increasing significance in both per- sonal and professional fields of life. Moreover, they continuously negotiated their identities during their learning English process. This narrative inquiry provides several pedagogical and practical implications for female learners of English in Pakistan and alike contexts.
This study examines teachers' language appropriation strategies in the multilingual setti... more This study examines teachers' language appropriation strategies in the multilingual setting of Pakistani universities to show how they negotiate the official/institutional constraints imposed in the implementation of English Medium Instruction (EMI). Working in ARTICLE HISTORY
Behaviorism has not only been challenged in the theory of education but also in the theory of lan... more Behaviorism has not only been challenged in the theory of education but also in the theory of language learning and teaching. Content-based instruction (CBI) is one of the language education approaches that counters the approaches that are rooted in behavioral precepts and bases itself into the principles of communicative language teaching (CLT). This paper discusses the content-based instruction and its underlying theoretical principles. CBI is a curricular approach in second and/or foreign language (L2/FL) education that advocates for negotiation of meaning through a target language (TL) communication and dialogue in class (Brinton, Snow, & Wesche, 2003; Larsen-Freeman, 2000; Lyster, 2007). First, it is attempted to understand how content-based instruction is conceptualized. Second, major program models used in the CBI approach in various L2 and FL educational contexts are reviewed through the Met’s (1999) continuum of CBI. In fact, Met (1999) presented a continuum as an effort to...
Journal of Southeast Asian American Education and Advancement, 2017
for additional information. This is an Open Access journal. This means that it uses a funding mod... more for additional information. This is an Open Access journal. This means that it uses a funding model that does not charge readers or their institutions for access. Readers may freely read, download, copy, distribute, print, search, or link to the full texts of articles. This journal is covered under the CC BY-NC-ND license.
This study examines teachers' language appropriation strategies in the multilingual setting of Pa... more This study examines teachers' language appropriation strategies in the multilingual setting of Pakistani universities to show how they negotiate the official/institutional constraints imposed in the implementation of English Medium Instruction (EMI). Working in ARTICLE HISTORY
The global spread of English has induced an unrivaled growth of local varities of English. The st... more The global spread of English has induced an unrivaled growth of local varities of English. The study aimed to explore Pakistani university students' attitudes toward the Pakisani, British, and American varieties of English concurrently. A mixed methods explanatory sequential design was used. Initially, 100 university students were recruited for data collection in the rst quantitative phase. The researchers employed a verbal guise test/survey for the phase. The phase was followed by 8 semi-structured interviews in the later qualitative part. The interview participants were sampled purposively from the rst phase to ensure maximum variation. The quantitative results displayed that the participants had positive attitude toward the British English, moderate attitudes toward the Pakistani English, and negative attitudes toward the American English. However, the qualitative ndings revealed that some of the participants had highly positive attitudes toward Pakistani English. The study recommends the development of a comprehesive sociolinguistic framework to promote the pluralistic model of world Englishes.
The global spread of English has induced an unrivaled growth of local varities of English. The st... more The global spread of English has induced an unrivaled growth of local varities of English. The study aimed to explore Pakistani university students' attitudes toward the Pakisani, British, and American varieties of English concurrently. A mixed methods explanatory sequential design was used. Initially, 100 university students were recruited for data collection in the rst quantitative phase. The researchers employed a verbal guise test/survey for the phase. The phase was followed by 8 semi-structured interviews in the later qualitative part. The interview participants were sampled purposively from the rst phase to ensure maximum variation. The quantitative results displayed that the participants had positive attitude toward the British English, moderate attitudes toward the Pakistani English, and negative attitudes toward the American English. However, the qualitative ndings revealed that some of the participants had highly positive attitudes toward Pakistani English. The study recommends the development of a comprehesive sociolinguistic framework to promote the pluralistic model of world Englishes.
ABSTRACT The study is underpinned by the public sphere paradigm, which emphasizes that language p... more ABSTRACT The study is underpinned by the public sphere paradigm, which emphasizes that language policy and planning (LPP) should be studied from the actual practices of local stakeholders/agents and communities within the local sites. This approach allows researchers to understand the complex, multilayered, and dynamic process of policy interpretation, appropriation, and implementation. The study draws on qualitative interviews with 12 English teachers from the elite English–medium schools to show how their agency and agentive responses to policy generate openings for transformative English teaching and learning practices. Agency refers to an individuals' capability to make difference to pre–existing state of affairs. The transformative acts entail teachers creating spaces for multiple languages, cultures, and identities despite strict constraints from the English–only gate–keeping regimes. Findings suggest that teachers who have critical consciousness, solid theoretical knowledge of bi/multilingual education, and critical awareness of LPP can often challenge institutional constraints to open meaningful ‘ideological and implementational spaces’ (Hornberger, 2003) for multilingual pedagogies within the hard–core monolingual institutional environments. We sum up by emphasizing that the scale of these agentive actions may appear tiny and insignificant; however, these reflexive actions showcase substantial symbolic and ideological potential for an epistemic reorientation in the field of English language education.
This paper focusses on the minority community of the Malaysian Sindhis to show that ethnic and cu... more This paper focusses on the minority community of the Malaysian Sindhis to show that ethnic and cultural identities can be constructed through means other practices than solely by the heritage languages. The study draws on an open-ended question directed to 79 lady members of the Sindhi community in Kuala Lumpur, Malaysia. The respondents were women aged 50-70 and a friend of a friend helped in obtaining further respondents. This age group was selected as they often met for kitty parties, gambling sessions, and lunch parties. Their one-word responses were recorded and returned to the facilitator helping in data collection. The question was “What do you mean when you say you are a Sindhi?”. Based on the data, we contend that the term ethnicity denotes a subjective sense of community, meaning a shared identity which results in a sense of group solidarity. Identity is rooted in actual cultural practices and experiences.
This article examines the steady revitalization of an endangered minority community in northern P... more This article examines the steady revitalization of an endangered minority community in northern Pakistan to show that how the Torwali community strategically mobilizes limited resources to achieve a sustainable revival of its language and culture. The uniqueness of the planning rests in its holistic, identity-based integrated approach that seeks to use identity building as a catalyst for language and culture revitalization. Alongside rebuilding the marred identity of the community, social development and empowerment also go hand in hand with the language and culture development process. The Torwali language and culture revitalization offers valuable theoretical and implementational insights as we learn that language revitalization does not work in isolation; rather it requires integrating language development with the identity-building, educational, and overall human development of the community. Abstract in second language (Spanish) TÍTULO: Una planificación ecológica hacia la revitalización lingüística: La lengua de la minoría Torwali en Pakistán
An exploration of literature on second/foreign language (L2/FL) teaching suggests that the phenom... more An exploration of literature on second/foreign language (L2/FL) teaching suggests that the phenomenon in question has been investigated either by examining classroom processes or by exploring teachers’ lived experiences. Situated in the latter area, this paper reports a qualitative study that understands how Pakistani primary school teachers learn to teach English—the subject mandated in recent curricular reforms—and develop their English teacher identity. The findings problematize the apprenticeship of observation concept and demonstrate that the teachers agentively draw upon their favorite English learning experiences. They teach English not the way they were taught, rather, they teach the way they loved learning English. Thus, they develop the English teacher identities they adored while they were students. The paper presents pertinent implications.
The National Education Policy 2009 of Pakistan designated English for two important roles in the ... more The National Education Policy 2009 of Pakistan designated English for two important roles in the government schools of Pakistan: English be taught as a compulsory subject from Grade 1; and also Eng...
ABSTRACT The study proposes that Critical Multilingual Language Awareness (CMLA) can be deployed ... more ABSTRACT The study proposes that Critical Multilingual Language Awareness (CMLA) can be deployed as a productive theoretical construct for scholarly activism in a country such as Pakistan where multilingualism and linguistic diversity have historically been seen as problems than assets in education. We illustrate that such activism can transform orientations and deconstruct myths/misconceptions about bi/multilingual/plurilingual education as research suggests greater public glorification of the dominant languages such as English and Urdu vis-à-vis native languages. Given the subtractive linguistic ecology, this paper explores how prevailing orientations about native languages can be neutralized and positively transformed. The study suggests how scholars/researchers or activists can create 'ideological and implementational spaces' [Hornberger, N. H. (2003). Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings. Clevedon: Multilingual Matters; Hornberger, N. H. (2016). Researching the continua of biliteracy. In K. King, Y.-J. Lai, & S. May (Eds.), Research methods in language and education (pp. 1–18). Cham: Springer International] for multiple languages, literacies, and identities in classroom, community, and society. The participants were students of Bilingualism course enrolled for MPhil program in a public sector university in Pakistan. Data were analyzed through the constructs of critical applied linguistics and Critical Multilingual Language Awareness (CMLA) [García, O. (2017). Critical multilingual language awareness and teacher education. In J. Cenoz, D. Gorter, & S. May (Eds.), Language awareness and multilingualism (pp. 263–280). Cham: Springer International Publishing]. The study shows that lack of critical awareness and education primarily causes disinterest in bi/multilingual/plurilingual. Findings suggest that exposure to critical scholarship, and sensitization about the value of bi/multilingual/plurilingual education and linguistic/cultural diversity can create spaces, and impact significant theoretical, ideological/political and implementational transformations.
This theoretical review paper investigates the role of first language (L1) in the mainstream scho... more This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.
Abstract This article presents letter writing as a form of arts-based inquiry and reflective prac... more Abstract This article presents letter writing as a form of arts-based inquiry and reflective practice. The author argues that letter writing can be employed to develop a reflective space for autobiographical reflection. The letter featured here captures and demonstrates the shuffling, shifting, and shaping processes of the author’s researcher identity through letter writing, and is informed by the theoretical underpinnings of reflective practice. It records and investigates the experiences that the author underwent during a compulsory course in the first year of a doctoral program at a North American university. Three interrelated themes are identified in the letter: the researcher identity in crisis, the nature of research, and future researcher identity. It is concluded that letter writing can facilitate the self-evolution, self-introspection, self-awareness, and identity change that emerges with, and through, reflection. Letter writing as a reflective practice offers the benefits of developing self-knowledge, independent thought, critical thinking, and deconstructive understanding of one’s experiences.
This study surveys the linguistic landscape in part of Pakistan. It explores the use of languages... more This study surveys the linguistic landscape in part of Pakistan. It explores the use of languages, and particularly analyzes the pervasiveness of English in the localized non-Roman script. Although, English functions as a foreign language to most common Pakistanis; however, it manifests extensively in signage in public places. Drawing on multiple data sources such as interviews of businesspersons and photographs of private signboards/billboards, wall advertisements, roadside signposts and posters, results suggest that Englishized Urdu and Urduized English predominate the linguistic landscape, while local/indigenous language remain completely absent. The signage is reflective of what scholars describe as a glocal English, a variety that is influenced by both global trends and local communicative needs. Data shows that the advertisers improvise Urdu transliteration of the English words and code-mixing strategies to make their messages readable and appealing to the needs of the population particularly those who are illiterate in the English language. Our analysis suggests that the use of English words serves a variety of
The scholarship of language education, particularly with reference to learning and use of English... more The scholarship of language education, particularly with reference to learning and use of English, is marked by varieties of English. One may note two broad models: (1) ENL, ESL, and EFL; (2) EIL, ELF, and WEs. Although the scholarship is replete with debates, the debates seem to only construct and maintain that learning English and its use are neutral activities that earn and equip a learner with certain capital rather than make him/her as such. This paper draws upon Foucault's theories of discourse and disciplinary power. This paper takes Pakistani state-mandated English textbooks of Grades 1-5 as official documents that contain qualitative data. The qualitative data are analyzed thematically. Two major themes of male body and female body are found which are analyzed and discussed through the Foucauldian lens. The paper holds that learning English and its use perpetuate and
English is the key to education and jobs in Pakistan. Female students do not get as many opportun... more English is the key to education and jobs in Pakistan. Female students do not get as many opportunities as males do in rural Pakistan for learning English. This narrative inquiry was conducted to understand the experiences of female learners of English. Investment and identity negotiation theory was employed as a theoretical framework to make sense of their lived narratives. Thematic narrative analysis was used to analyze and extract themes from the qualitative data. The study found that female learners heavily invested physically, socially and financially to learn English due to its increasing significance in both per- sonal and professional fields of life. Moreover, they continuously negotiated their identities during their learning English process. This narrative inquiry provides several pedagogical and practical implications for female learners of English in Pakistan and alike contexts.
This study examines teachers' language appropriation strategies in the multilingual setti... more This study examines teachers' language appropriation strategies in the multilingual setting of Pakistani universities to show how they negotiate the official/institutional constraints imposed in the implementation of English Medium Instruction (EMI). Working in ARTICLE HISTORY
Behaviorism has not only been challenged in the theory of education but also in the theory of lan... more Behaviorism has not only been challenged in the theory of education but also in the theory of language learning and teaching. Content-based instruction (CBI) is one of the language education approaches that counters the approaches that are rooted in behavioral precepts and bases itself into the principles of communicative language teaching (CLT). This paper discusses the content-based instruction and its underlying theoretical principles. CBI is a curricular approach in second and/or foreign language (L2/FL) education that advocates for negotiation of meaning through a target language (TL) communication and dialogue in class (Brinton, Snow, & Wesche, 2003; Larsen-Freeman, 2000; Lyster, 2007). First, it is attempted to understand how content-based instruction is conceptualized. Second, major program models used in the CBI approach in various L2 and FL educational contexts are reviewed through the Met’s (1999) continuum of CBI. In fact, Met (1999) presented a continuum as an effort to...
Journal of Southeast Asian American Education and Advancement, 2017
for additional information. This is an Open Access journal. This means that it uses a funding mod... more for additional information. This is an Open Access journal. This means that it uses a funding model that does not charge readers or their institutions for access. Readers may freely read, download, copy, distribute, print, search, or link to the full texts of articles. This journal is covered under the CC BY-NC-ND license.
This study examines teachers' language appropriation strategies in the multilingual setting of Pa... more This study examines teachers' language appropriation strategies in the multilingual setting of Pakistani universities to show how they negotiate the official/institutional constraints imposed in the implementation of English Medium Instruction (EMI). Working in ARTICLE HISTORY
The global spread of English has induced an unrivaled growth of local varities of English. The st... more The global spread of English has induced an unrivaled growth of local varities of English. The study aimed to explore Pakistani university students' attitudes toward the Pakisani, British, and American varieties of English concurrently. A mixed methods explanatory sequential design was used. Initially, 100 university students were recruited for data collection in the rst quantitative phase. The researchers employed a verbal guise test/survey for the phase. The phase was followed by 8 semi-structured interviews in the later qualitative part. The interview participants were sampled purposively from the rst phase to ensure maximum variation. The quantitative results displayed that the participants had positive attitude toward the British English, moderate attitudes toward the Pakistani English, and negative attitudes toward the American English. However, the qualitative ndings revealed that some of the participants had highly positive attitudes toward Pakistani English. The study recommends the development of a comprehesive sociolinguistic framework to promote the pluralistic model of world Englishes.
The global spread of English has induced an unrivaled growth of local varities of English. The st... more The global spread of English has induced an unrivaled growth of local varities of English. The study aimed to explore Pakistani university students' attitudes toward the Pakisani, British, and American varieties of English concurrently. A mixed methods explanatory sequential design was used. Initially, 100 university students were recruited for data collection in the rst quantitative phase. The researchers employed a verbal guise test/survey for the phase. The phase was followed by 8 semi-structured interviews in the later qualitative part. The interview participants were sampled purposively from the rst phase to ensure maximum variation. The quantitative results displayed that the participants had positive attitude toward the British English, moderate attitudes toward the Pakistani English, and negative attitudes toward the American English. However, the qualitative ndings revealed that some of the participants had highly positive attitudes toward Pakistani English. The study recommends the development of a comprehesive sociolinguistic framework to promote the pluralistic model of world Englishes.
ABSTRACT The study is underpinned by the public sphere paradigm, which emphasizes that language p... more ABSTRACT The study is underpinned by the public sphere paradigm, which emphasizes that language policy and planning (LPP) should be studied from the actual practices of local stakeholders/agents and communities within the local sites. This approach allows researchers to understand the complex, multilayered, and dynamic process of policy interpretation, appropriation, and implementation. The study draws on qualitative interviews with 12 English teachers from the elite English–medium schools to show how their agency and agentive responses to policy generate openings for transformative English teaching and learning practices. Agency refers to an individuals' capability to make difference to pre–existing state of affairs. The transformative acts entail teachers creating spaces for multiple languages, cultures, and identities despite strict constraints from the English–only gate–keeping regimes. Findings suggest that teachers who have critical consciousness, solid theoretical knowledge of bi/multilingual education, and critical awareness of LPP can often challenge institutional constraints to open meaningful ‘ideological and implementational spaces’ (Hornberger, 2003) for multilingual pedagogies within the hard–core monolingual institutional environments. We sum up by emphasizing that the scale of these agentive actions may appear tiny and insignificant; however, these reflexive actions showcase substantial symbolic and ideological potential for an epistemic reorientation in the field of English language education.
This paper focusses on the minority community of the Malaysian Sindhis to show that ethnic and cu... more This paper focusses on the minority community of the Malaysian Sindhis to show that ethnic and cultural identities can be constructed through means other practices than solely by the heritage languages. The study draws on an open-ended question directed to 79 lady members of the Sindhi community in Kuala Lumpur, Malaysia. The respondents were women aged 50-70 and a friend of a friend helped in obtaining further respondents. This age group was selected as they often met for kitty parties, gambling sessions, and lunch parties. Their one-word responses were recorded and returned to the facilitator helping in data collection. The question was “What do you mean when you say you are a Sindhi?”. Based on the data, we contend that the term ethnicity denotes a subjective sense of community, meaning a shared identity which results in a sense of group solidarity. Identity is rooted in actual cultural practices and experiences.
This article examines the steady revitalization of an endangered minority community in northern P... more This article examines the steady revitalization of an endangered minority community in northern Pakistan to show that how the Torwali community strategically mobilizes limited resources to achieve a sustainable revival of its language and culture. The uniqueness of the planning rests in its holistic, identity-based integrated approach that seeks to use identity building as a catalyst for language and culture revitalization. Alongside rebuilding the marred identity of the community, social development and empowerment also go hand in hand with the language and culture development process. The Torwali language and culture revitalization offers valuable theoretical and implementational insights as we learn that language revitalization does not work in isolation; rather it requires integrating language development with the identity-building, educational, and overall human development of the community. Abstract in second language (Spanish) TÍTULO: Una planificación ecológica hacia la revitalización lingüística: La lengua de la minoría Torwali en Pakistán
An exploration of literature on second/foreign language (L2/FL) teaching suggests that the phenom... more An exploration of literature on second/foreign language (L2/FL) teaching suggests that the phenomenon in question has been investigated either by examining classroom processes or by exploring teachers’ lived experiences. Situated in the latter area, this paper reports a qualitative study that understands how Pakistani primary school teachers learn to teach English—the subject mandated in recent curricular reforms—and develop their English teacher identity. The findings problematize the apprenticeship of observation concept and demonstrate that the teachers agentively draw upon their favorite English learning experiences. They teach English not the way they were taught, rather, they teach the way they loved learning English. Thus, they develop the English teacher identities they adored while they were students. The paper presents pertinent implications.
The National Education Policy 2009 of Pakistan designated English for two important roles in the ... more The National Education Policy 2009 of Pakistan designated English for two important roles in the government schools of Pakistan: English be taught as a compulsory subject from Grade 1; and also Eng...
ABSTRACT The study proposes that Critical Multilingual Language Awareness (CMLA) can be deployed ... more ABSTRACT The study proposes that Critical Multilingual Language Awareness (CMLA) can be deployed as a productive theoretical construct for scholarly activism in a country such as Pakistan where multilingualism and linguistic diversity have historically been seen as problems than assets in education. We illustrate that such activism can transform orientations and deconstruct myths/misconceptions about bi/multilingual/plurilingual education as research suggests greater public glorification of the dominant languages such as English and Urdu vis-à-vis native languages. Given the subtractive linguistic ecology, this paper explores how prevailing orientations about native languages can be neutralized and positively transformed. The study suggests how scholars/researchers or activists can create 'ideological and implementational spaces' [Hornberger, N. H. (2003). Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings. Clevedon: Multilingual Matters; Hornberger, N. H. (2016). Researching the continua of biliteracy. In K. King, Y.-J. Lai, & S. May (Eds.), Research methods in language and education (pp. 1–18). Cham: Springer International] for multiple languages, literacies, and identities in classroom, community, and society. The participants were students of Bilingualism course enrolled for MPhil program in a public sector university in Pakistan. Data were analyzed through the constructs of critical applied linguistics and Critical Multilingual Language Awareness (CMLA) [García, O. (2017). Critical multilingual language awareness and teacher education. In J. Cenoz, D. Gorter, & S. May (Eds.), Language awareness and multilingualism (pp. 263–280). Cham: Springer International Publishing]. The study shows that lack of critical awareness and education primarily causes disinterest in bi/multilingual/plurilingual. Findings suggest that exposure to critical scholarship, and sensitization about the value of bi/multilingual/plurilingual education and linguistic/cultural diversity can create spaces, and impact significant theoretical, ideological/political and implementational transformations.
This theoretical review paper investigates the role of first language (L1) in the mainstream scho... more This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.
Abstract This article presents letter writing as a form of arts-based inquiry and reflective prac... more Abstract This article presents letter writing as a form of arts-based inquiry and reflective practice. The author argues that letter writing can be employed to develop a reflective space for autobiographical reflection. The letter featured here captures and demonstrates the shuffling, shifting, and shaping processes of the author’s researcher identity through letter writing, and is informed by the theoretical underpinnings of reflective practice. It records and investigates the experiences that the author underwent during a compulsory course in the first year of a doctoral program at a North American university. Three interrelated themes are identified in the letter: the researcher identity in crisis, the nature of research, and future researcher identity. It is concluded that letter writing can facilitate the self-evolution, self-introspection, self-awareness, and identity change that emerges with, and through, reflection. Letter writing as a reflective practice offers the benefits of developing self-knowledge, independent thought, critical thinking, and deconstructive understanding of one’s experiences.
This study surveys the linguistic landscape in part of Pakistan. It explores the use of languages... more This study surveys the linguistic landscape in part of Pakistan. It explores the use of languages, and particularly analyzes the pervasiveness of English in the localized non-Roman script. Although, English functions as a foreign language to most common Pakistanis; however, it manifests extensively in signage in public places. Drawing on multiple data sources such as interviews of businesspersons and photographs of private signboards/billboards, wall advertisements, roadside signposts and posters, results suggest that Englishized Urdu and Urduized English predominate the linguistic landscape, while local/indigenous language remain completely absent. The signage is reflective of what scholars describe as a glocal English, a variety that is influenced by both global trends and local communicative needs. Data shows that the advertisers improvise Urdu transliteration of the English words and code-mixing strategies to make their messages readable and appealing to the needs of the population particularly those who are illiterate in the English language. Our analysis suggests that the use of English words serves a variety of
The scholarship of language education, particularly with reference to learning and use of English... more The scholarship of language education, particularly with reference to learning and use of English, is marked by varieties of English. One may note two broad models: (1) ENL, ESL, and EFL; (2) EIL, ELF, and WEs. Although the scholarship is replete with debates, the debates seem to only construct and maintain that learning English and its use are neutral activities that earn and equip a learner with certain capital rather than make him/her as such. This paper draws upon Foucault's theories of discourse and disciplinary power. This paper takes Pakistani state-mandated English textbooks of Grades 1-5 as official documents that contain qualitative data. The qualitative data are analyzed thematically. Two major themes of male body and female body are found which are analyzed and discussed through the Foucauldian lens. The paper holds that learning English and its use perpetuate and
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