Second Language Learning in Gilgit-Baltistan: A Practical Policy for Multilingual Classrooms Aligned with the National Curriculum of Pakistan

Abstract

Second language learning in Gilgit-Baltistan (GB) takes place in a very diverse language environment. People in the region speak many local languages such as Shina, Burushaski, Wakhi, Balti, Khowar, and Domaki, along with Urdu and English. This diversity is a cultural strength, but it also creates challenges in schools.

This article presents a simple and practical policy for teaching languages in GB classrooms. It is aligned with the National Curriculum of Pakistan. The article highlights the importance of teaching children first in their mother tongue, then slowly introducing Urdu and English. It also stresses better teaching methods, teacher training, and fair assessment practices.

The study also shows a gap between national education policies and real classroom practices. It suggests changes to improve learning, protect local languages, and make education fair for all students in GB and Pakistan.

1. Introduction

In today’s connected world, learning a second language is very important. In Pakistan, Urdu is the national language, and English is used in offices, higher education, and international communication.

The National Curriculum of Pakistan explains second language learning as learning a language that is not the student’s first language. This is done through both daily exposure and formal teaching in schools.

However, in Gilgit-Baltistan, the situation is more complex. Students speak different home languages such as Shina, Burushaski, Wakhi, Balti, Khowar, and Domaki. Because of this, many children start school in a language that is not their mother tongue.

As a result, they face difficulties in understanding lessons, expressing ideas, and performing well in school. Therefore, there is a need for a simple and practical language policy that fits both national standards and local needs.

2. Theoretical Background of Language Learning

Language learning is explained by some important theories.

First, Krashen’s theory says students learn better when they understand language that is slightly above their level.

Second, Cummins explains that if a child is strong in their first language, it helps them learn a second language more easily.

Third, Vygotsky says that children learn better through interaction with others and through social activities.

The National Curriculum of Pakistan also supports learning languages step by step, especially in early childhood (ages 5–12). At this stage, children should build strong basic reading and speaking skills.

So, both theory and policy support learning languages in a gradual and supportive way.

3. Policy Context in Pakistan and Gilgit-Baltistan

Pakistan uses three main language categories in education:

• Urdu as the national language
• English as the official and academic language
• Regional languages as cultural languages

However, in real classrooms, this policy is not fully applied.

There is often a gap between what the curriculum says and what happens in schools. While the National Curriculum promotes understanding, communication, and student-centered learning, many classrooms still depend on memorization and teacher-centered methods.

In Gilgit-Baltistan, this problem is stronger because many languages are spoken and teachers are often not trained in multilingual teaching.

Therefore, education policies need to be adapted to match local needs.

4. Practical Language Policy for Gilgit-Baltistan

To improve learning, the following practical policy is suggested:

4.1 Mother Tongue-Based Education

In early classes (ECE to Grade 3), children should first learn in their mother tongue. This helps them understand ideas easily and build confidence.

After that, Urdu and English should be introduced step by step, not suddenly.

4.2 Gradual Language Learning Plan

• ECE–Grade 3: Mother tongue + basic Urdu speaking
• Grade 4–5: Urdu as main language + introduction to English
• Grade 6 onward: English for main subjects + Urdu support

This method matches the National Curriculum, which supports learning step by step.

4.3 Local Context in Learning

Lessons should include local stories, culture, and environment of Gilgit-Baltistan. This makes learning more interesting and easier to understand for students.

4.4 Teacher Training

Teachers should be trained in:

• Teaching in multilingual classrooms
• Using more than one language in teaching (translanguaging)
• Modern teaching methods

Good teachers are key to successful language learning.

Figure 1: ECED Classroom in Action

Figure 1 shows an Early Childhood Education and Development (ECED) classroom at Government Boys Higher Secondary School Gulmit Gojal Hunza. Young children are taking part in play-based and interactive learning activities with their teacher. These activities support early second language learning in a multilingual classroom environment (Khan, 2026).

4.5 Classroom Activities

Good language classrooms should include:

• Storytelling
• Group discussions
• Visual learning tools (pictures, charts)
• Peer learning (students learning from each other)
• Use of multiple languages when needed

These methods help children understand better and learn faster.

4.6 Fair Assessment

Students should not only be tested through memorization.

Instead, teachers should also check:

• Understanding
• Speaking skills
• Creativity
• Projects and activities

This gives a fair chance to all learners.

5. Importance for Gilgit-Baltistan and Beyond

If this system is applied, it will improve education in many ways.

It will:

• Help students understand lessons better
• Reduce dropout rates in early classes
• Improve reading and writing skills
• Protect local languages and culture
• Strengthen Urdu and English learning

So, this model is useful not only for Gilgit-Baltistan but also for other multilingual regions in Pakistan and the world.

6. Conclusion

Second language learning in Gilgit-Baltistan is not only about education—it is also about culture and identity.

The National Curriculum of Pakistan provides a strong plan, but it needs to be applied in a way that fits local needs.

A good solution is to start education in the mother tongue, then slowly introduce Urdu and English, while also training teachers and improving teaching methods.

This approach will make education fair, easy, and effective for all students.

References

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Ministry of Federal Education and Professional Training, Government of Pakistan. (2020). Single National Curriculum (SNC): English (Grades 1–5). https://ncc.gov.pk⁠.

Ministry of Federal Education and Professional Training, Government of Pakistan. (2021). Single National Curriculum: Implementation framework. https://ncc.gov.pk⁠.

Rahman, T. (2010). Language policy, multilingualism and language vitality in Pakistan. Oxford University Press.

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Vygotsky, L. S. (1978). Mind in society. Harvard University Press.