Linguistic Landscape and Language in Education in South Asia: A Critical Appraisal

Abstract

This article examines the linguistic diversity, language hegemony, and policy initiatives aimed at resisting the dominance of English and other mainstream national languages, while promoting indigenous languages, cultures, and epistemologies in South Asia. The article critically assesses the adverse impact of British Raj  and its education policies, which aimed to produce “Brown Englishmen,” as well as the recent multilingual turn taken by South Asian countries through their language education and language-in-education policies. Additionally, the article discusses the prevailing influence of English due to globalization and general public perception of English proficiency that provides linguistic, cultural, and economic capital. Nine authors from various countries in South Asia critically reflect on the language in education policies and practices, sharing the shortcomings and the way forward. The article reports on the policy practice gap, that despite numerous efforts by South Asian countries to promote and revitalize local languages through policy interventions, many private and public schools are shifting towards English-medium instruction, thereby further marginalizing indigenous languages. The article argues for the decolonial reimagination of language policies and practices. It advocates for the thoughtful implementation of language in education policies to promote local languages, cultures, and epistemologies. The article concludes that, although macro-level policies are progressive, celebrating pluralism and linguistic diversity, these policies do not align with the meso-level (institutional) and micro-level classroom practices of teachers, hindering the preservation of linguistic heritage in South Asia.