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Article Title: Early Language Exposures and Accumulation Processes: Socioeconomically Divided Educational Systems
by Dr. Afia Kanwal and Awais Aslam

Abstract:
An integrated curriculum in primary education is one way of balancing equal exposures for all learners across socioeconomic classes nevertheless school streams situated across stratification systems vary greatly in terms of curriculum they deliver. Curriculum variations lead to disparities in the exposure and accumulation levels effecting outcomes. This research aims to study the nature of variations in English curriculum used in schools and the reasons for differences and its persistent existence in educational institutes. The research looked into reasons for disparities and uncovered the hidden curriculum themes across socially stratified schools in Pakistan.This qualitative study used phenomenological methods to gather data through demographics, interviews, and document analysis. Fifteen education specialists were interviewed whereas English curriculum and textbooks across school systems used for class five were analyzed. Students from stratified educational systems have accumulation of certain kinds of language competencies, attitudes, behaviors, cultural knowledge, and problem solving skills. It is the accumulation of these differences, year after year, in the form of curriculum that either project as advantageous or disadvantages overtime. Through curriculum, school systems infuse different experiences that children face as soon as they enter school which develop as patterns of experiences that accumulate overtime. The results will not only highlight how and why curriculum differs across low cost, middle cost and high cost schools but will also elaborate what teachers can do with this information to support learning processes.

Keywords: curriculum, socially stratified schools, hidden themes, variation, equity, disparity

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