Pakistan is a multilingual society with at least six major languages and 59 minor ones. The most prominent languages include Urdu, English, Punjabi, Sindhi, Pashto, Balochi, Brahvi, Seraiki, Hindko, Sheena, and Balti, Khawar and Kashmiri and many other minor languages are spoken in the country with great linguistic diversity. In the given multi-lingual environment of Pakistan, the major dilemma is the extinction of small regional languages due to the lack of commitment on the part of the government. UNESCO has said that many of the 27 languages, spoken in Khyber Pakhtoonkhwa and the country’s northern parts may be extinct with the passage of time. According to linguists, different social, geographic and political factors are all contributing to the rapid disappearance of these languages. These languages are endangered mainly due to small number of their speakers coupled with the relevant authorities’ disinterest in their preservation and promotion. There is a lack of documentation and no serious effort for promotion of these languages on the part of the authorities concerned. However, the major factor that has accelerated the process of extinction is the monopoly of major languages especially the English Language. The policy and motives of imposing English in Indo-Pak subcontinent can be judged while putting a glance on Macaulay’s recommendation, “We must at present do our best to form a class who may be interpreters between us and the millions who we govern, a class of persons, Indian in blood and colour, but English in taste, in opinion, in morals, and in intellects”. Though English has started its status as merely the language of colonial power, but over the years, English has developed as a dominant language over all other indigenous languages of the continent.

After partition, there had been a great fuss about replacing English with the indigenous languages. The politicians, nationalist and educationists had been advocating immediate steps to expel English from the country. They were of the opinion that an indigenous language should be adopted as the official languages. Even according to the constitution of Pakistan Urdu is the national language of the country and it was recommended in 1973 that ‘arrangements shall be made for its official and other uses within fifteen years’ from 1973, when the constitution was written (Article 251 of the Constitution of the Islamic Republic of Pakistan). Imposition of English may be opposed for many concrete reasons. The five reasons in support of this opposition are substantial and genuine. First, no nation can achieve the highest creative level in a foreign language, i.e., no creative work is possible except in the local languages or mother tongue. Secondly, a foreign language is symbol of slavery in one way or other and creates feelings of alienation. Thirdly, translation of latest scientific works can enrich Urdu and other regional languages, hence no need to blindly educate people in English. Fourthly, much of the time of students is wasted in learning English and to bridge language barriers. Lastly, English has damaging national language and other regional languages. These arguments against English might not get an acceptance as the intelligentsia of the country has developed a deep attachment to English. English is shaping the minds, outlooks and opinions of educated Pakistanis. In cities as well as in towns, doctors, lawyers, teachers and educated youth employ English for communication of ideas. The major effect of this policy is to weaken the local languages and lower their status even in their aboriginal regions. This, in turn, militates severely against linguistic and cultural diversity.

UNESCO categorized the endangered languages into three different groups; the severely endangered languages, definitely endangered language and vulnerable languages. The severely endangered language is spoken by grandparents and older generations, while the parent generation may understand it but doesn’t speak it to children or among themselves. As concerned vulnerable language, most children speak the language, but it may be restricted to certain domains like homes. Definitely endangered language is no longer learnt by children as mother tongue at home.  The languages Dameli, Chilasso, Domaaki, Bashkarkik and Kalasha are kept under the category of severely endangered languages. Wakhi, Yidgha, Kati, Gawar Bati, Savi, Torwali, Bateri, Ushojo, Kundal Shahi and Urmur are definitely endangered languages.  Burshuski, Maiya and Khowar are the vulnerable languages. According to the Forum for Language Initiatives (FLI) and UNESCO, 27  endangered languages spoken across the KP and northern areas of Pakistan include - Pushto (10 million) throughout the region, Pahari/Potwari (3.8 million) in Murree Hills and Azad Kashmir, Gojri (300,000) in throughout the region,  Hindko (2.5 million) in Hazara, Azad Kashmir, , Khowar/Chitrali (220,000) in Chitral and Gilgit, , Indus Kohistani (220,000) in Indus Kohistan, Kashmiri (105,000) Azad Kashmir, Gawri/Kalami (100,000) in Swat, Dir and Kohistan, , Kohat and Peshawar, Burushaski (100,000) in Hunza, Torwali (80,000) in Swat, Shina (500,00) in Gilgit and Kohistan, Balti (270,00) in Baltistan, Bateri (20,000) in Indus Kohistan, Wakhi (12,000) in Chitral, Palula (10,000) in Chitral, Ormuri (8,000) in South Waziristan, Kataviri/Kamviri (7,000) in Chitral, Yidgha (6,000) in Lutkoh valley in Chitral.  Dameli (5,000) in Damel valley of Chitral, Chilisso (3,000) in Indus Kohistan, Kalasha (3,000) in Chitral, Gawar-Bati (1,500) in Arandu Chitral, Ushojo (1,000) in Swat, and Domaaski (500) in Hunza. Borrowing from Urdu and English words has entrenched the endangered languages, but as people immigrate to the cities, they are shifting to Urdu and English. Even in the city of Karachi the Gujrati language is being abandoned, at least in the written form, as young people seek to be literate in Urdu and English---the languages used in the domains of power. Zangskari and Sapti are the language that were spoken in India and Pakistan years ago and are totally forgotten, so much that there is not a single orator of these languages today.

It is still matter of great confusion that the government could not decide, whether teaching should be in one language or in several languages. On the other hand, English language in Pakistan has achieved the desired goal, perhaps on the cost of local languages. According to Ghani; English in Pakistan serves as a gateway to success, to further education and to white collar jobs. It is the language of higher education and wider education and not the home language of the population except in the upper strata of society where it is spoken as a status symbol. Most of the graduates in Pakistan after studying in English medium institutions throughout the course of their academic life are not well-versed with their own local language. It has reinforced a dilemma that Pakistani young generation is facing; that is, they have to use three different languages: mother tongue or regional languages at home, Urdu language with friends or may be in market and English Language in Classroom. The only solution is that all the languages spoken in the country should be given equal status and considered as national languages. David Crystal has suggested six possible ways to protect and promote the endangered languages. First, an endangered language will progress if its speakers increase their prestige within the dominant community. Secondly, an endangered language will get acceptance if its speakers increase their wealth relative to the dominant community. Thirdly, an endangered language can be promoted if it gets more and more legitimate power in the eyes of the dominant community. Fourthly, an endangered language will propagate if its speakers have a strong presence in the educational system. Fifthly, an endangered language will progress if its speakers can write their language down. Lastly, an endangered language will progress if its speakers can make use of electronic technology. This all can only be achieved if government should take prior interest in this matter and open a research centre in different universities to promote the province’s endangered or vulnerable languages. There is an immediate need to educate the school children speaking these languages at primary level in their respective areas. To educate millions in English is to enslave them, of-course it is disgusting to employ the English language as a medium.  It is absolutely absurd and threat to indigenous languages.

Muhammad Banaras has been working as General Secretary at HEAVEN (Human, Environmental, Anti-violence and Educational Network) for last ten years. He has MS in Linguistics from Dalaran University, Sweden. Email: This e-mail address is being protected from spambots. You need JavaScript enabled to view it