Book Chapter or Conference Paper Title

Language of instruction and learners’ participation in mathematics: Dynamics of distributive justice in the classroom

Document Type

Book Chapter

Book Title or Conference Proceedings Title

Teaching and learning mathematics in multilingual classrooms: Issues for policy, practice and teacher education

Department

Institute for Educational Development, East Africa

Edition

1

ISBN

9789463002271

Editor

Anjum Halai, Phillip Clarckson

Publisher

Sense Publishers

City

Rotterdam

Abstract

This chapter illustrates paradoxical consequence of language in education policies by examining the case of Pakistan's Punjab province where the state introduced in 2009, English as a medium of instruction in schools serving a largely Punjabi and Urdu speaking population. A major contention of this policy was to distribute the advantage of English language, perceived or real, to all learners in the education system. The chapter illustrates the paradoxes that followed the implementation of this policy by deploying Nancy Frasier's framework consisting of three dimensions of social justice; i.e redistribution, recognition and participation in the mathematics classrooms.