A nation’s growth rests upon multiple factors but among those the most vital asset is its educated

people serving and contributing towards its development and prosperity. It implies that education is the
key factor in the growth of any nation, and in a multilingual and multicultural society like Pakistan, it
becomes imperative that the medium of instruction in education system needs to be addressed. This
research article aims to explore if a system of bilingual education at primary schools of Pakistan can be
proposed, in which the basic knowledge and information will be provided to the students in their native
language at primary level. It also aims to investigate if a bilingual education system can successfully be
implemented and run in a society like Pakistan which is linguistically well diverse. The rationale of this
research article stems from the need that the teaching of basic concepts in different subjects and
provision of knowledge in the native language to the students at primary schools lead to increased
cognitive development (Bloom’s Taxonomy) and self confidence. It lies within the paradigms of
Qualitative research and the results are reflected through the analysis of the questions put forward by
Tucker, G. Richard (1999) regarding the prospects of bilingual or multilingual education system in
multilingual societies, and recommendations made by Luis Enrique López (1999) for the successful
implementation process of a bilingual education system

‘Critical discourse analysis’ (henceforth CDA) subsumes a variety of approaches towards the social
analysis of discourse (Fairclough & Wodak 1997, Pêcheux M 1982, Wodak & Meyer 2001) which differ
in theory, methodology, and the type of research issues to which they tend to give prominence. My own
work in this area has also changed to some extent in these respects between the publication of Language
and Power (Longman 1989) and the publication of Analysing Discourse: Textual Analysis for Social
Research (2003). My current research is on processes of social change in their discourse aspect
(Fairclough 1992 is an early formulation of a version of CDA specialized for this theme). More specifically,
I am concerned with recent and contemporary processes of social transformation which are variously
identified by such terms as ‘neo-liberalism’, ‘globalisation’, ‘transition’, ‘information society’, ‘knowledge-
based economy’ and ‘learning society’. I shall focus here on the version of CDA I have been using in
more recent (partly collaborative) work (Chiapello & Fairclough 2002, Chouliaraki & Fairclough 1999,
Fairclough 2000a, 2000b, 2003, 2004, Fairclough, Jessop & Sayer 2004).
Methodologically, this approach entails working in a ‘transdisciplinary’ way through dialogue with other
disciplines and theories which are addressing contemporary processes of social change.
‘Transdisciplinary’ (as opposed to merely ‘interdisciplinary’, or indeed ‘postdisciplinary’, Sum & Jessop
2001) implies that the theoretical and methodological development (the latter including development of
methods of analysis) of CDA and the disciplines/theories it is in dialogue with is informed through that
dialogue, a matter of working with (though not at all simply appropriating) the ‘logic’ and categories of
the other in developing one’s own theory and methodology (Fairclough forthcoming a). The overriding
objective is to give accounts – and more precise accounts than one tends to find in social research on
change - of the ways in which and extent to which social changes are changes in discourse, and the
relations between changes in discourse and changes in other, non-discoursal, elements or ‘moments’ of
social life (including therefore the question of the senses and ways in which discourse ‘(re)constructs’
social life in processes of social change). The aim is also to identify through analysis the particular
linguistic, semiotic and ‘interdiscursive’ (see below) features of ‘texts’ (in a broad sense – see below)
which are a part of processes of social change, but in ways which facilitate the productive integration of
textual analysis into multi-disciplinary research on change.
Theoretically,