Drawing on governmentality theory and using a mixed methodology covering high secondary level students, teachers and school principals as sampling in 11 low-fee English-medium private schools in Quetta, Pakistan, this study argues that school authorities apply stern techniques like notices, wall paintings, fines and casual punishment to repulse the use of languages other than Urdu or English. Participants mainly judge indigenous languages as useless given their minor role in professional progress and social mobility. The governance methods deeply demote indigenous languages' literary, sociolinguistic, cultural and aesthetic dynamics.