English as Opportunity: A Critical Discourse Analysis of Language Policy in a Pakistani University

Abstract

This work examines the language policy in a Pakistani university in relation to how English is constructed in the institution and how this language is constructed as an opportunity for students, with particular reference to the consequences of the language policy for non-native English speakers. Using Critical Discourse Analysis (CDA) as the theoretical framework, the research examines university's formal language policy documents with semi-structured interviews of faculty members and students. The results have shown that while English is seen as a vital instrument to success in academia and international professional opportunities, it also presents significant barriers to students who are not competent in the language. These students are difficult to have in class as they face academic challenges such as difficulty comprehending material read in class, conducting class discussions and other activities such as completing prescribed tasks. The study includes the need for more inclusive language policies with adequate language support for non-native English speakers. The research underlies the importance of reviewing language policies to enable all students to have equal possibilities to study, regardless of their linguistic background.