这项研究审查了巴基斯坦多语种人群的国家教育政策和言实践。它分析 了影响政策话语的国家教育和巴基斯坦四个省实际做法。每都与人群的身份认同和人所讲语言联系在一起。每个省都说当地来互相交流。国家语言仅限于其作为通用和在教育环境中的英只服务于当权者、在办公室和教育环境中的人。本研究通过话语分析民 族志视 角，探讨了决策者和教师的个人联合行动以解每种语言在育政中作用及其在教育环境中的实践。这些问题探讨语言、身份民族地区宗教、权力和个人成就在区域国家际环境中的关系。 本研 究采用定性的方法对语言和实践在不同领域问题进行究。 3名政策制定者、 2名大学教师和 20名中小学教师参加了这项研究，并讨 论了社会和教育环境中的语言问题。四个省各五名师接受访谈政策制定者主要讨论了他们在政策层面、国家对及其与行业协会的关系理解。大学教师通过将语言与权力、社会和育领域联系起来， 提供了他们对高 等教育中语言及其对政策的影响看法。小学师通过与执行国家的话语联系起来，从而揭示了他们在各自地区权力、社会和教育环境中言实践。 本研究通过对以往文献的讨论和参与者反思，描述了不 同语言如何在同地区发挥不的作用。重要研究结果表明，植根于领导者引入实践的权力领域语言有助于支持实践结构和优先次序。虽然政策文件中要求使用乌尔都语作为民族身份，但英却被强加当权者的新。来自每个团体的参与者就这种身份影响发表了他们看法。语言、社会文化和符号资源之间的相互 作用与归属感和统一有关。国家教育政策产生充分结果的 力量受到政策制 定者忽视的区域话语限。

This study examines the national education policy and language practices among multilingual people of Pakistan. It analyzed the national education policy that shapes policy discourses and at the real practices in four provinces of Pakistan. Each province is linked to the identity of people and the languages that people speak. People in each province speak local languages to communicate with each other. The national language is limited to its role as lingua franca and in educational settings. English serves people in authority, in offices and in educational settings only. Through discourse analysis and ethnographic perspectives, this study discusses the individual and joint actions of policymakers and teachers to understand the role of each language in educational policy and its practice in educational settings. These issues explore the relationship between language, identity, nation, region, religion, power and personal attainments in regional, national and international settings. This study uses qualitative methods to study the issues of language and language practices in different domains. Three policymakers, two university teachers, and twenty schoolteachers participated in the study, and discussed the issue of language in society and educational settings. Five teachers were interviewed form each of the four provinces. Policymakers mainly discussed their understanding of policy at policymaking levels, national levels and their relationship to individual societies. University teachers provided their perceptions of language in higher education and implications for education policy by linking it to the power, social and educational domains. Schoolteachers revealed the language practices between power, society and educational settings at their particular regions by relating them to the discourses for implementing national policy. Through discussion of the previous literature and the reflections of participants, this study describes how different languages play dissimilar roles in different locations. The important findings showed that the language of power domains, which embed different practices introduced by leaders, serve to support the power structure and priority order of languages practices. Although national identity is claimed for the Urdu language in policy documents, English is imposed as the new identity for those who are in authority. Participants from each society offer their views on the influence of this identity. The interplay between language, sociocultural, and symbolic resources is linked to the sense of belonging and unity. The power of national education policy to produce adequate results is limited by the regional discourses that policymakers ignore.