A Multilingual Lens: Review of the Sindh Primary Curriculum 2022 - 2025 in the Context of Grades 1–3

Abstract

This study reviews the Sindh Primary Curriculum (2022–2025) with a focus on Grades 1–3 public primary education in Sindh from a multilingual perspective. The study examines curriculum documents, textbooks published by the Sindh Textbook Board, and selected policy-related materials to explore how language-in-education considerations are reflected in early-grade curriculum and instructional resources. A qualitative document review and analysis approach was employed. The analysis was conducted using a researcher-developed checklist and informed by Cummins’ theoretical framework of Basic Interpersonal Communication Skills (BICS), Cognitive Academic Language Proficiency (CALP), and Common Underlying Proficiency (CUP). The framework provided a systematic lens to review language orientation, language progression, pedagogical guidance, support for multilingual learners, assessment-related provisions, and opportunities for mother-tongue-based learning within the reviewed documents. The findings reveal that the reviewed curriculum documents and textbooks predominantly reflect a monolingual instructional orientation, with limited evidence of systematic integration of learners’ linguistic resources and multilingual approaches. Although the curriculum emphasizes competency-based learning outcomes, interactive approaches, and skill development, the reviewed textbooks do not fully reflect these intended objectives. The analysis indicates stronger support for basic interpersonal communication skills (BICS), while systematic development of academic language proficiency (CALP) and higher-order cognitive language skills receives comparatively limited attention. The findings further highlight gaps in language scaffolding, academic language progression, and pedagogical guidance for addressing multilingual considerations within the reviewed materials. The reviewed documents provide limited evidence of the use of learners’ home languages as cognitive and instructional resources, indicating insufficient incorporation of Common Underlying Proficiency (CUP). Assessment-related provisions reflected in the reviewed materials also show limited consideration of linguistic diversity.