Intellectual Impact of Foreign Funded ELT Programs in Pakistan: A Study of Linguistic Imperialism

Abstract

This article examines the intellectual impact of foreign-funded English Language Teaching (ELT) programs in Pakistan through the lens of linguistic imperialism. Drawing on empirical data within the theoretical frameworks of imperialism, the study highlights how such programs, though often framed as developmental initiatives, function as tools of economic and linguistic dominance. The present researcher utilized a mixed-method approach, incorporating quantitative surveys from teachers and students in universities in Faisalabad and Sahiwal. Foreign-funded ELT initiatives from entities like USAID, the British Council, and Australia Awards introduce English as a dominant medium, while promoting Western pedagogical frameworks of education with ideological underpinnings. Although these programs contribute positively to employment prospects and educational quality, they simultaneously marginalize local languages such Punjabi, Urdu and others. The curriculum and training materials often reflect Western norms, limiting local teacher agency and weakening national educational sovereignty. Respondents reported increased pressure to adopt English in both academic and social spheres, with many of them equating English proficiency with success. The study argues that while foreign-funded ELT programs bring resources and global integration opportunities, they also perpetuate postcolonial hierarchies and reinforce linguistic dependency. This study underscores the power imbalances embedded in foreign-funded ELT initiatives, where decision-making is largely dominated by central government authorities and international donor agencies, often marginalizing the voices of local educators.