Abstract

This research investigated the cognitive and neurological aspects of bilingual literacy acquisition in Pakistan and the roles of bilingualism, culture, gender difference, social status, and scripts. A mixed-methods research design was employed. Literacy was assessed using questionnaires on a sample of 200 Urdu English bilingual student and 30 semi structure interviews were also conducted from different economic backgrounds rural as well as urban. Descriptive and inferential statistical techniques were used to compare the relationships between the literacy outcomes and the demographic factors into which participants were grouped while the qualitative data were analyzed thematically to identify culturally related beliefs influence educational access. Credited on Theory of Bilingual Advantage, Socioeconomic and Cultural Capital Theory, and Digital Literacy Theory, study showed that, students being bilingual in Urdu and English language have better executive control and cognitive flexibility; evidencing the bilingual advantage. The current study showed inequality in access to education on the basis of socioeconomic status and gender meaning that learners in ward school especially in rural areas have low literacy levels and poor cognitive skills. Digital literacy interventions demonstrated that media invite the user to ‘play’ with the virtual stimuli increase cognitive activation by exercising the neural pathways necessary for new linguistic learning. The findings showed that cultural expectations, especially patriarchal perceptions of girl’s ability to receive education, compound trouble for the rural girls and amplify gaps in literacy. There are policy implications focused on gains to education policy, equal status with information policy, and culturally appropriate practices. This study adds to the current knowledge of bilingual literacy in Pakistan by presenting an examination of contextual factors that affect literacy comprehension, including cognitive, cultural and socio-economic factors. The study provides important implications to the policy makers, teachers and other relevant stakeholders to plan interventions to promote cognitive and academic improvement of all the students in Pakistan