Impact of National Language Planning and Policy on Indigenous Languages in Pakistan: A Case Study of Punjabi and Saraiki Landscape

Abstract

The vitality and use of two indigenous languages, Punjabi and Saraiki, are critically examined in this research paper in relation to Pakistan's national language planning and policy. English and Urdu dominate the institutional landscape of media, education, and government in Pakistan. The study adopts qualitative techniques like semi-structured interviews, focus groups discussions, and field observations with community people, educators, and officials across Punjab. Punjabi and Saraiki are mostly limited to the home and informal cultural contexts, according to NVivo-assisted thematic classification, and they are hardly noticeable in the media, workplace, and educational institutions. Respondents consistently linked this marginalization to educational practices, exclusionary governmental policies, and prevalent stigmas that depict these languages as indicators of rural backwardness or illiteracy. Additionally, the research looked at revitalization efforts such social media material, cultural events, and restricted university programs. Even while these initiatives increase awareness, they are still dispersed and lack institutional backing. According to the findings, a comprehensive policy change is necessary for effective revitalization, especially in the areas of curricular inclusion, teacher preparation, media participation, and community-led documentation initiatives. The study emphasizes how urgently inclusive, context-sensitive policies are needed to protect Pakistan's linguistic legacy and foster social cohesion by recognizing indigenous languages.