quality:correction, linguistic:voice_change, stylistic:tone
Pakistan

In British India, prior to the creation of Pakistan by the British government, the 1920s saw the blossoming of Pashto language in the then NWFP: Abdul Ghafar Khan in 1921 established the Anjuman-e- Islah al-Afaghina (Society for the Reformation of Afghans) to promote Pashto as an extension of Pashtun culture; around 80,000 people attended the Society's annual meeting in 1927. In 1955, Pashtun intellectuals including Abdul Qadir formed the Pashto Academy Peshawar on the model of Pashto Tolana formed in Afghanistan. In 1974, the Department of Pashto was established in the University of Balochistan for the promotion of Pashto.

In Pakistan, Pashto is the first language around of 15 % of its population (per the 1998 census). However, Urdu and English are the two official languages of Pakistan. Pashto has no official status at the federal level. On a provincial level, Pashto is the regional language of Khyber Pakhtunkhwa and north Balochistan. Yet, the primary medium of education in government schools in Pakistan is Urdu.

The lack of importance given to Pashto and its neglect has caused growing resentment amongst Pashtuns. It is noted that Pashto is taught poorly in schools in Pakistan. Moreover, in government schools material is not provided for in the Pashto dialect of that locality, Pashto being a dialectically rich language. Further, researchers have observed that Pashtun students are unable to fully comprehend educational material in Urdu.

Professor Tariq Rahman states:

"The government of Pakistan, faced with irredentist claims from Afghanistan on its territory, also discouraged the Pashto Movement and eventually allowed its use in peripheral domains only after the Pakhtun elite had been co-opted by the ruling elite...Thus, even though there is still an active desireamong some Pakhtun activists to use Pashto in the domains of power, it is more of a symbol of Pakhtun identity than one of nationalism."

Robert Nicols states:

"In the end, national language policy, especially in the field of education in the NWFP, had constructed a type of three tiered language hierarchy. Pashto lagged far behind Urdu and English in prestige or development in almost every domain of political or economic power..."

Although Pashto used as a medium of instruction in schools for Pashtun students results in better understanding and comprehension for students when compared to using Urdu, still the government of Pakistan has only introduced Pashto at the primary levels in state-run schools. Taimur Khan remarks: "the dominant Urdu language squeezes and denies any space for Pashto language in the official and formal capacity. In this contact zone, Pashto language exists but in a subordinate and unofficial capacity".