ABSTRACT
This chapter provides the experiential insights, concerns, and positions of teachers as the end-users of policies that highlight the disconnect between official policies and classroom practices. The results are based on qualitative interviews conducted with 15 teachers working within three different public universities in Pakistan. Findings suggest that although the officials within the universities strongly emphasize the use of English as the only medium of classroom transactions, most teachers use and recognize code switching and translanguaging as useful pedagogical resources in contexts where students from diverse linguistic backgrounds struggle to access only English policy. More importantly, even though both officials as well as teachers understand the value of multilingual pedagogy as a useful vehicle for the easy transfer of course contents and overall teaching and learning needs, this is neither publicly admitted nor officially approved of. These findings are significant in theoretical as well as policy terms as the traditionalist monolingual approaches still characterize policies, and those policies stand incompatible with the sociocultural/sociolinguistic realties. This chapter concludes that teachers need to assert their agency and claim more voice and space in the policymaking and implementation processes.
