Mother Tongue–Based Instruction in Pakistani Print Media: Implications for Language Policy and Epistemic Inclusion

ABSTRACT There is a growing interest in the role of mass media in language policy‐making, as it not only promotes the views and ideologies of various policy stakeholders but also plays an active role in shaping language policy development. Although the print media writers' insight provides a valuable perspective that has language policy implications, no previous studies investigated Pakistani print media writers' orientations toward indigenous languages. To fill the gap, this qualitative study aims to explore how indigenous languages are conceptualized in the discourses of Pakistani print media texts. Data were collected from Pakistani print media texts. By using Ruíz's framework of “language orientations” as the analytical tool, this study found that they largely considered the use of the mother tongue as a medium of instruction and a resource in the Pakistani context. Specifically, the analysis highlights the educational, cultural, and emotional significance of integrating mother tongues into education. However, complexities arise; Pervez, a media writer, highlights that promoting Punjabi as a medium of instruction in Punjab may provoke resistance from speakers of minority languages like Saraiki and Potohari, underscoring the need for inclusive language policies that reflect linguistic diversity. Moreover, the study highlights that the emotional connection fostered by mother tongues is not explicitly acknowledged in Ruíz's language orientations framework. It suggests incorporating this dimension, as valuing regional languages through literature and education can reduce stigma, build linguistic pride, and support equitable language policies. This study also contributes by offering policy implications.