The Issue of English as a Medium of Instruction in Primary Schools in Pakistan

Rashid, Abbas; Muzaffar, Irfan; Dar, Fatima; Butt, Salaeya

doi:10.1007/978-94-6300-405-3_11

Cited by 8 publications

(6 citation statements)

References 12 publications

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“…Following the independence of Pakistan in 1947, the nation kept English and Urdu as the national languages and mediums of communication in official and institutional settings (Asif et al., 2020; Bukhari & Awan, 2018; Channa et al., 2016; Ernawati et al., 2021; Fareed & Ashraf, 2019; Kalim, 2023; Mahboob, 2002; Mansoor, 2005; Pathan et al., 2018; Rahman, 1997, 2020; Rashid et al., 2016; Tanoli et al., 2021). Since then, arguments and debates have emerged regarding Urdu and English as MOIs, although barely 6.8% of Pakistani society uses Urdu (Asif et al., 2020; Fareed & Ashraf, 2019).…”

Section: Research Contextmentioning

confidence: 99%

“…Consequently, Pakistan's primary school retention rate has been growing in schools with a local language MOI (Bushra, 2017). Given the availability of teaching resources and qualified teachers who understand and teach in English, this language is growing as the MOI in schools (Ahmad et al., 2013; Channa et al., 2016; Fatima & Fatima, 2017; Latif, 2009; Pathan et al., 2018; Rashid et al., 2016; Tanoli et al., 2021). Subsequently, a survey study on teachers' perceptions noted that teachers oppose English as an MOI for teaching quality (Tanoli et al., 2021).…”

Section: Research Contextmentioning

confidence: 99%

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Understanding school enrollment in the free education era: Roadblocks to meeting the sustainability development goal

Gao,

Khalid,

Tadesse

2023

Euro J of Education

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For decades, Pakistan's government has continuously provided its citizens with accessible, universal, basic education; however, these efforts have not yielded any gains for the citizens. Consequently, Pakistan has a lower literacy rate, one of the lowest in South Asia and the rest of the world. Although such a substantial issue is daunting and weakens the country's educational system, there needs to be more evidence that proposes potential implications or interventions in identifying the most important in‐school factors of primary school enrollment in Pakistan. Therefore, the present study derived a literature review‐driven hypothesis and administered a rigour analysis using the 2018 school census from the Punjab government education commission, showing detailed information on 24,305 public primary schools. The finding of this study asserts that the medium of instruction has shown a considerable impact on primary school enrollment and the availability of qualified teachers. Single‐sex schools, WASH facilities, and the security of schools have significant and diverse effects in determining student enrollment, which leads to forwarding possible implications to scholars, educators, and policymakers.

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Section: Research Contextmentioning

confidence: 99%

Section: Research Contextmentioning

confidence: 99%

Understanding school enrollment in the free education era: Roadblocks to meeting the sustainability development goal

Gao,

Khalid,

Tadesse

2023

Euro J of Education

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“…Children raised with mother tongue (vernacular), spoken in Urdu, and taught in English (Mills, 2004). Many schools in Pakistan follow English as a medium of instruction (Rashid et al, 2016). This is difficult to understand for learners (Tehseen, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…This dilemma creates a teaching-learning gap between students and teachers. Hence, there is a barrier between education and the environment (Rashid et al, 2016). Pakistan has four provinces, and every province has its language.…”

Section: Introductionmentioning

confidence: 99%

National language dilemma and its potential role in nation building: Academicians’ perception in Pakistan

Kiran

2022

Power and Education

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Background: Pakistan inherits a multilingual heritage. Along with Urdu, 70 different languages are spoken. The 1973 Constitution officially recognizes Urdu as Pakistan's only national language. Purpose: Until today, the adoption and promotion of Urdu as a medium of educational instruction has remained a point of controversy. Existing research lacks the voice of academicians on the issue. Research Design: The present investigation focused on the voice of 100 university professors selected randomly. As part of the Ph.D. Data analysis: Research, data was gathered using a standardized Likert Summative Ranking Scale. Result: Data analysis revealed that there is a highly significant positive relationship ( p = 0.000) between the use of national language and nation-building. Conclusion: This means, academicians across Pakistani universities strongly believe in the use of national language in all lifestyles to realize the dreams of nation-building. It will help to achieve socio-cultural, developmental, strategic, academic, and identity goals amicably.

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“…Besides, the studies are inclined to focus on the context of Bilingual Education for English Language Learners (ELLs) in which English as the first language. Referring to the aforementioned studies, it is rarely found the studies dealing with the teacher's strategies on composing bilingual test items at bilingual education in the context of non-English speaking countries, moreover, most of the studies related to Bilingual Education in non-Anglophone contexts have been limited to the implementation of EMI policy (Bilingual Education policy); India (Endow, 2018), China (Wei & Feng, 2015), Kenya (Hsieh, Lonescu, & Ho, 2017) Pakistan (Rashid, Muzaffar, Dar, & Butt, 2016). Thus, this study aims to explore teacher's strategies in designing bilingual test items (English and Indonesian) for assessing the students' performance in a bilingual classroom wherein mathematics and science are taught in English.…”

Section: Introductionmentioning

confidence: 99%

Designing Bilingual Test Items: Teacher’s Strategies

Yuyun¹,

Wirza²

2020

Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019)

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The study is aimed at exploring teacher's strategies in designing bilingual test items in science and mathematics. Through employing a qualitative approach and using an interview to collect the data, the study involves an elementary teacher in a private school that implements a bilingual program in the classroom. The study reveals several findings: 1) the teacher uses a simplified language for the items; 2) given students' barrier in terms of understanding specific terms, the teacher aids the students by using L1 to ensure students' understanding; 3) because of students' limited English proficiency, the teacher cautiously chooses the familiar words in the items to be translated into English; 4) the teacher seeks help to ensure the test items are understandable. This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/. 63The study is to seek teacher's strategies on designing bilingual (Indonesian-English) test items in an elementary school that enacts the bilingual program in which mathematics and science are taught in English. The textbooks of math and science used by the teacher in the classroom are bilingual; English and Indonesian. Meanwhile, the content areas are

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The Issue of English as a Medium of Instruction in Primary Schools in Pakistan

Cited by 8 publications

References 12 publications

Understanding school enrollment in the free education era: Roadblocks to meeting the sustainability development goal

Understanding school enrollment in the free education era: Roadblocks to meeting the sustainability development goal

National language dilemma and its potential role in nation building: Academicians’ perception in Pakistan

Designing Bilingual Test Items: Teacher’s Strategies

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