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The choice of a medium of instruction (MoI) is an ideological construct, closely linked to language, ideology and power. The Urdu/English-medium divide in Pakistan has reframed the ideologies in a way that a large majority of the rural population has become status conscious. English-Medium Instruction (EMI) policy has been used as a lens to examine parental ideologies of dropped-out children in language choice as MoI and to observe the gap between actual language policy and practices. Building on Spolsky’s (2004) Language Policy Model, a framework has been explicated to analyse the ideological change in the context of language choice with reference to EMI. Results suggest that the policy and practice gap concerning English has proven to be a tool of exclusion rather than inclusion for the masses and thus poor parents idealise English-medium schooling as the only option for a better future for their children, or otherwise pushing them out of public schools. This research, therefore, argues that in order to ensure inclusion, language-ineducation policy needs to be revisited on the principles of equity and impartiality so that it can win parents’ trust.
