FINAL REPORT ON;

EDUCATION AND MEDIUM OF

INSTRUCTION

SUBMISION TO;

SIR KASHIF IMRAN

MUHAMMAD ABID
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Table of Contents
ABSTRACT
INTRODUCTION
BRIEF INTRODUCTOIN AND HISTORY
LITRATURE REVIEW
METHADOLOGIES
RESULTS AND DISCUSSION
COMMENTS
CONCLUSION

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ABSTRACT
No local or regional language was ever made the official language in the
subcontinent before the British occupation. First it was Sanskrit followed by
Pali, then Sanskrit again, Arabic (Indus Valley) and Persian. Same was the case
in the united Punjab. The British had introduced local languages as the medium
of instruction and second official language in all the provinces except the
NWFP, Punjab, Kashmir, Balochistan and Bahawalpur. They were mostly
Urdu- (or Purbi, Houdi) speaking who helped them to run the administration in
Punjab. Therefore Urdu was made the medium of instruction and the second
official language. Punjabi was given no share in power. Urdu became the
symbolic representative of the Muslim India before partition, when Bengal and
Sindh were enjoying due status (educational and official) for their languages.
The legacy of Urdu lingered on in other areas. No deviation was tolerated. It is
mainly the Punjabi-dominated establishment which denies due status to the
Punjabi language. Among other issues, this paper examines how the language of
power was exclusively owned and used by power groups, races and
communities.

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INTRODUCTION
Pakistan is a linguistically diverse country, with 57 languages and over 300
dialects spoken (Khan, 2002). The key dialects spoken in the country are listed
in Table 1, along with the number of people who speak them. Pakistan is a
multilingual country, as shown in Table 1. 6.8% of the speaking population
Urdu. It's the official language of the country's major cities. English is
Pakistan's national language, and it has been since the country's inception.
Before Urdu takes its place, English was meant to be the official language of
communication. This, however, did not occur. This, however, never occurred,
and English remains as deeply rooted in the power circle today as it was in
1947. Nonetheless, Urdu is Pakistan's most widely spoken language, both in
terms of range and scope (Harlech-Jones et.al, 2005). Urdu is closely associated
with Muslim nationalism and the state's religious representation.
Despite the fact that English, as a prestigious language, has a small number of
proficient users, it is considered Pakistan's most strong language. The word
"control" is used to describe the ability to achieve more social and global
advantages than others. English, as a powerful tongue, aids its speakers in
obtaining greater benefits. English plays a similar role in Pakistan as it does
elsewhere in the world: it is the culture of status and globalisation. (2004,
Crystal)

No Language name Speakers(millions) Percentage of

Population
1 Punjabi, Western 60.6 38.3
2 Sindhi 18.5 11.7
3 Saraiki 13.8 8.7
4 Urdu 10.7 6.8
5 Pashto, Northern 9.6 6.1
6 Pashto, Central 7.9 5.0
7 Balochi, Southern 2.8 1.8
8 Brahui 2.0 1.3
9 Hindko, Northern 1.9 1.2
10 Balochi, Eastern 1.8 1.1
11 Farsi, Eastern 1.0 0.6
12 Punjabi, Mirpur 1.0 0.6
13 Pashto, Southern 1.4 0.9
14 Balochi, Western 1.1 0.7
Sub-total 134.1 84.8
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 58 other 24.0 15.2
languages
Total 158.1 100.0

From all walks of life, there is a strong desire for English in Pakistani education.
As a result, reading and writing in English is expected as a pre-requisite for
individual and national socio-economic growth (Shamim, 2007). To be a
modern member of Pakistani community, you must be able to communicate in
English and Urdu. However, this essay emphasises the fact that English is more
influential and granted greater value in Pakistan than any other language, owing
to the fact that it offers greater economic and personal growth and serves as a
gatekeeper to the greatest economic benefit.
As a result of this phenomenon, English is still widely used as a teaching
language in schools. The paper starts with a short overview of Pakistan's
educational system, goes on to a discussion of the history of language
production, and concludes with a thorough examination of the problems and
difficulties that English faces in the educational system. This essay traces the
debates, examines the historical contexts, and considers the different
explanations for selecting a language to use as an instructional language in our
Pakistani context. It also examines the new language strategy in Pakistani
education, which aims to ensure that the majority of Pakistanis are literate in
English.
It also examines the new language strategy in Pakistani education, which seeks
to achieve majority literacy in the English language as well as other topics, by
focusing on the plan's goals, implementation mechanisms, and results. The
fluctuation of language policies enacted by various governments during their
term is detailed. The paper then discusses the drawbacks to using English as a
means to teach all subjects in the curriculum, demonstrating that, despite their
best attempts, school and university graduates are unable to keep up with the
speed and demand needed for proficiency in a language that is unfamiliar to the
majority of the population of Pakistan
Taking into account Pakistan's linguistic diversity, the paper indicates that many
considerations should be considered before declaring English as a language of
instruction at the primary school level; higher education is already conducted in
English. Finally, the paper states that preserving literacy in the first language is
critical, at least at the school level, if there is to be any substantial change in
national education quality. Centered on Adamson and Feng's (2015)
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generalisation of the trilingulism in education paradigm, the essay also offers a
few ideas for changing the status quo for betterinclusion of students.

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BRIEF INTRODUCTION AND HISTORY
Instruction in the mother tongue is essential for initial instruction and
literacy, and should be extended to as late a stage in education as
possible. Measures should be taken to eliminate discrimination in education at
all levels on the basis of gender, race, language, religion, national origin, age or
disability or any other form of discrimination. Urdu-medium schools, the
schools that most children attend...are less snobbish than their English medium
counterparts. As far as tradition goes, the lands conquered and ruled by aliens
never imparted education in the languages of the soil.

During the Muslim rule the medium of education was either Arabic or Persian.
The main reason was that thee teachers and Sufis used the local languages to
convey their message to the countrymen who needs were quite different. Persian
and Arabic were the court languages and it was not essential to learn these
languages since there was no linguistic interference in day-to-day business. This
was also the case in many of the European countries, particularly
England, where English was not given the status of official language. Sanskrit
was the court language, therefore, it was also used for religious and educational
purposes.

Language as such was not properly studied and the establishment was not
responsible for the form in which people expressed themselves. Language of
power was exclusively owned and used by power groups, races and
communities. This is the reason why a language like Sanskrit disappeared with
the change of the rulers who had come from other linguistic areas. Language
and beliefs have always been used for the interests of the powerful and no
power has ever shared these exclusive instruments, frequently used for
suppressing the people or the rival claimants.

Apart from the suits and saints' involvement in people's languages and
dialects, the Muslim rulers of the subcontinent never gave any importance to
local languages. But in the middle of the Mughal rule, Hindus started using
local languages for imparting their teaching, the Muslim rulers including
Jahangir and Shahjehan were advised to let the scholars and teachers use the
local dialects for Muslim teachings. Nothing secular was taught in local
languages by the Muslims except the poetry written by sufi poets which was
free of religious dogma. The rulers never shared power with the
people, therefore, their language was neither recognized nor mentioned in
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literary books of those days.

Language is one of the basic sources of power and the rulers never allowed the
local languages to share power. Even during the Sikh rule in Punjab, they could
not take the risk of introducing Punjabi as a state language or medium of
instruction. The Sikh rulers followed the Mughals with respect to the official
language. Persian was their noun language.

It was also the official language of Delhi, Kabul and the local princely states
like Bahawalpur, Multan and Patiala etc. The local languages were also divided
on the basis of Muslims and non-Muslims.
Persian, Uzbek, Tajik, Turkish, Pashto, Baluchi, Sindhi, Western
Punjabi , Kashmiri and Hindi were some of the languages that were extensively
used by the Muslim writers. They introduced English as the official language
and encouraged the local languages at almost all levels as was done by the
Muslim niters against Sanskrit, the then official and religious language of the
Hindu rulers. It was patronized by the Mughal rulers and it attained an
important status which led the British rulers to develop it more and make it the
second official language from Sutlej to Ganga in UP and Bihar. The locals, who
accompanied the British invaders to Punjab, were well versed in this
language, and at a lower level it was used for government functions and
proceedings.

In Bengal, Bengali replaced the Persian language in 1837. ' Contrary to that, the

British rulers never favoured, rather opposed, the introduction of local
languages in the conquered areas of Punjab, NWFP, Balochistan, Kashmir and
states like Bahawalpur, and introduced Urdu as the second court and
educational language. them to rule these areas with the help of officials they had
trained in Urdu-speaking areas of UP, Bihar, Delhi and adjoining areas. Almost
all the religious communities of the Punjab i.

the Muslims, the Hindus and the Sikhs willingly accepted Urdu in place of
Persian. Had theSikh rulers of Lahore introduced Punjabi or Persian in stead the
situation might have been different, and even the Gurrnikhi script might have
been acceptable to Muslims who had already accepted the non-Persian script for
Bengali. One should remember the fact that the Muslim elite of Bengal had
reluctantly accepted the Bengali language and its script. Bengali language
shared the favour of the British, where as Punjabi did not, before or after the
arrival of the British.
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In the Punjab, Punjabi being the religious language of the Sikhs, was included
in the curriculum with the Gurmukhi script, but not made the medium of
instruction. Since Urdu was not held in great esteem during the British rule, the
Punjabi Muslims preferred being taught in Urdu and English. Mainly the
Muslim rulers evolved Urdu and it was a link language between all the Muslims
of the subcontinent. With that background, the political aspirations of the
Punjabi Muslims also preferred Urdu medium.

Urdu lost its political and cultural value among the Muslim Bengalis and
they, according to Dr Tariq Rehman, opposed a Muslim League resolution in
the annual session of 1937 which recommended Urdu as lingua franca of the
Muslims all over India. These two striking aspects were never considered
seriously by the Urdu-speaking, Urdu oriented Punjabi, Pashto and Balochi
speaking minority. That was denial of a democratic principle in the linguistic
field because the majority had a very small share in power dominated by
Urdu, Punjabi and Pashto-speaking communities. The first language
controversy started in Sindh where Karachi was made the temporary capital of
the new country.

Karachi, where the medium of instruction at the primary level was

Sindhi, became the centre of the powerful Punjabi-Urdu ruling bureaucratic
elite that was more urban than rural. Here Maulvi Abdul Hag, Baba-e-Urdu had
declared that Urdu was the only Islamic language of the country while all other
languages Punjabi, Bengali, Pashto, Balochi etc. were the languages of
infidels. Urdu was declared the only national language of the country. They
feared that they would be deprived of their role in the newly created country and
the national language would be used to reduce the importance of their region.

This fear, on one hand, emerged in the complete annihilation of the centre-

backed Muslim League in the first election , and on the other, Urdu identity was
asserted with more force by West Pakistan. The national language controversy
mildly affected the thinking of some of the Punjabi intellectuals, particularly the
senior journalists like Hameed Nizami, Maulana Abdul Majeed Salik and
Maulana Zafar Ali Khan who raised their voice in favor of the Punjabi
language. Hameed Nizami in an article in the monthly Punjabi demanded that
Punjabi be made. the medium of instruction at the primary level in Punjab.

Before that the progressive writers including Faiz Ahmad Fate and Ahmad
Nadeem Qasmi also supported the move to give due status to Punjabi in
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education institutions and that it be made the medium of instruction at the
primary level. The late Hameed Nizami of Nawa-i-Waqt through his paper was
pleading the point of view of the Punjabi bureaucracy against the dominating
Urdu-speaking bureaucrats who with the support of the Urdu-speaking prime
minister of Punjabi origin were ruling supreme in the new
capital, Karachi, where Sindhi politicians had also developed many complaints
against the Urdu hegemony. The Punjabi bureaucracy never supported the cause
of Punjabi language and literature because in that case the power was to be duly
shared by Sindhis, Pakhtuns and Balochis. It was this role of Punjabi
bureaucracy and elite that was hated by the smaller provinces.

The Urdu-speaking elite and bureaucracy also opposed the demand for due
status to the regional languages and culture which was mainly rural, while the
establishment was controlled by the urban elite. Though the richest contribution
to Punjabi literature was made by the Muslims mainly from west Punjab, in the
western dialects, the impression was created that Punjabi was the religious
language of the Sikhs with whom, the Muslims had developed a sort of enmity
on the eve of independence. After Maulana Abdul Hag, Maulana Salahuddin
Ahmad of Adabi Duniya outrightly condemned all moves favoring
Punjabi. Urdu had been introduced in Punjab colleges as the compulsory subject
and that created a powerful anti-Punjabi group among the teachers, mainly
headed by the late Dr Syed Abdullah and other Urdu-Punjabi teachers at the
Oriental College of the Punjab University.

With the creation of the One Unit, Punjabi was introduced from class six, but no
training for the teachers was ever arranged. Therefore, teaching Punjabi even at
that level was made impossible. All of a sudden, Punjabi prejudices nurtured by
the top bureaucracy of West Pakistan thought of its identity and national news
bulletins on Radio Pakistan were initiated. Masters in Punjabi was introduced at
the Punjab University while the language was not being taught at any of the
lower levels.

The logical steps to be followed, including introduction of Punjabi as medium

of instruction at primary level and adopting it as a medium of instruction up to
matric level, were never taken. It was the middle and lower middle class with
leftist slogans that emerged from Punjab. With the fall of Dhaka and the
conditions prevailing in the rest of the country, the middle class and lower
middle class of Punjab could not dare to play their progressive role in changing
the socio-economic and cultural pattern. Punjab was given to feudals like
Mustafa Khar, Nawab Sadiq Qureshi and Nawab Muhammad Ahmad Abbasi of
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Bahawalpur.

The Peoples Party, which could not fulfill its commitment on the language issue
in Punjab, embraced all the defeated feudal families of Punjab. Before the 1970
elections, no serious effort for attaining an independent linguistic status for the
dialects spoken in Punjab was seen. They first opposed the introduction of
Punjabi in the educational institutions. The elements which wanted to have a
separate provincial status like the Urdu Suba also supported these anti-Punjabi
moves and advocated fur the further division of Punjab so that its strong hold on
power could be weakened and feudal supremacy could be kept intact in their
respective regions.

Unhealthy political tactics have created bad blood amongst the people speaking
the same language having different dialects. All this happened because the
Punjabi language was never allowed entry into educational institutions where it
could have ironed out its regional linguistic variations.

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LITRATURE REVIEW
This section examines the various types of educational institutions that exist in
Pakistan, as well as the languages that they use as a means of instruction. It also
looks at information about student enrollment in Pakistani education.
Pakistan has the highest student dropout rate in the region, with more than half
of public school students failing to complete their early education. Table 3
displays the dropout rates in various types of schools, as well as dropout rates
by area and gender. Many teachers and students use the same means of
teaching, which contributes to the high drop-out rate. However, according to
Swada and Lokshin (2001), Pakistani households in rural areas are extremely
low, and as a result, male members of the family do not attend school and
instead attempt to raise money for the family, resulting in high male dropout
rates that are directly linked to child labour.According to holmes's (2003)
research, females in Pakistan have less resources than males. In Pakistan,
private schools are typically costly and serve the needs of the wealthy; since
these families expect a steady income, the dropout rate for these schools is
significantly lower than for government schools.

Table 2: Percentage of Participation

boys girls Cumulative
Primary Level 73 59 66
(NER)
Secondary Level 36 28 32
(NER)
Tertiary Level 6 5 5
(GER)

Table 3: Drop-out rates by type of schools, region and gender

TYPES OF URBA RURA ALL
SCHOOL N L
MALE FEMAL MALE FEMAL MAL FEMAL
E E E E
GOVERNMEN 26.9 20.1 24.7 26.9 25.3 24.2
T
PRIVATE 17.4 10.0 12.1 7.8 15.4 9.2

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Pakistan's educational system is split into two streams depending on the
educational language. The English medium and the Urdu medium coexist
throughout the world. Urdu-medium schools are, for the most part, government-
run public schools where English is taught as a subject and Urdu is used to
teach other subjects as well as communication. The college is free, and
textbooks are given at no expense to students. Such schools can be found in
most parts of the world (Coleman, 2010). According to Rahman (2004),
students in public schools rely heavily on rote learning, and students' ability to
analyse information is not cultivated. Furthermore, the conditions in these
schools are substandard.
The student/teacher ratio in public schools is higher than in private schools, as
seen by the results in Table 4. Furthermore, they are lacking in providing basic
services for their pupils. While public schools are open, textbooks are given,
and public-school teachers are paid more than private school teachers,
according to Coleman (2010).
Table 4: Private Compared with Public Schools
SCHOOL Public Schools Private Schools
CHARACTERISTICS
Mean Student-Teacher 42.7 24.8
Ratio
% Schools having Toilet 48 84
Facility
% Classrooms with 40 80
Desks in a School
% Classrooms that are 24 12
unusable in a School

This reasons all lead to the popular perception that private schools, also known
as English medium schools, have a higher education than public schools.
Prestigious private schools are typically found in areas where families can
afford to pay large tuition fees. Private schools can be divided into two
categories: a) private elite English medium schools and b) private non-elite
English medium schools. Some of these private schools offer their English
language education at a very high price to children from the upper middle class
and above (Rahman, 2004).

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The former is prohibitively costly, catering only to those who can afford it.
Only a limited percentage of the population, mostly wealthy insiders, send their
children to these institutions. In comparison, English medium schools, which
are less expensive, are numerous and increasingly expanding in various parts of
the world. Furthermore, rather than catering to the wealthy elite, the rest of
these private schools belong to the lower and middle classes (Andrabi et al.,
2002, p.14) Academically, students in private-elite English medium schools
differ from students in public-elite English medium schools, and this disparity
can be due to differences in funding and resources for English language
instruction open to students in both schools. Private school students come from
wealthy families who are more accustomed to the western world and media; as
a result, they have more chances to engage in English at home, at school, and
also in their communities, which is not the case with students in non-elite
private schools.

Table 5: Annual fees in Rupees for private primary schools in urban areas
Province Median Mean Standard Interquartile Number of
Deviation range schools
NWFP 1342.85 1688.56 2160.58 914.39 533
Punjab 850 1286.94 3331.34 661.13 4201
Sindh 129718 1950.62 3375.17 1175.33 1290
Baluchistan 1740.98 2095.64 2327.21 1200 61
Islamabad 3390.91 4791.86 4941.39 2940.1 50
Northern 2688 5543.68 5800.98 2183.76 5
Areas
Azad 1541.9 2138.75 3793.97 992.31 110
Jammu
Kashmir
(AJK)

There have been statements about language policy in various documents in

Pakistan. This section provides a brief historical overview of language
education policies in Pakistan. The focus is primarily on the use and importance
of Urdu and English. On the other hand, Bengali was the only dominant
language spoken in East Pakistan at that time.

The language of instruction in academia of East Pakistan was Bengali and it had
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widespread usage in the official circles too. There was a sudden change in the
language policy during Bhutto‘s government in 1973 when the constitution of
Pakistan stated Urdu as the sole national language and it was recommended that
in the next 15 years Urdu will replace English. This change in policy is
attributed to Ayub Khan‘s pro-English bias, another reason for the importance
given to Urdu. In his regime, there was a revitalization of the Urdu language as
the language of Muslim identity, a symbol of the Pakistani movement, and the
language of unity .

However, due to parental demands, English was still popular among the society

and English medium schools were in high demand. Moreover, it is important to
note that Zia-ul-Haq himself could not eliminate the use of English in schools
and government circles because of the pressure from westernized elites. Bhutto
proclaimed that English should be the language of instruction from Grade 1 in
all public schools, having previously been taught from Grade 4. The next
elected government of the Muslim League led by Mian Nawaz Sharif had an
indifferent attitude towards these policies in education and there was no change
in policy during his era.

Though there were many pro-English stances in various statements of

government officials, there were little concrete struggles to mend the teaching
and learning plight of the English language or Urdu language in schools in
Pakistan. The above discussion shows that the only major change that occurred
in the language policy of education was the introduction of English in Grade 1
rather than in Grade 4. No emphasis has ever been given to regional or local
languages in the education system despite the rhetoric of the constitution. The
development of education policies is summarized in Table 6.

The document is going to serve as a pre-policy document to arouse a debate on

policy issues regarding education in Pakistan. This is the basic of all the
development in the education sector. Therefore, the recent revised White
Paper, the same in content to initial policy paper, on education policies
recommends that English must be taught as a subject from Grade 1 and Science
and Maths should be taught in English too from 2014 for all .

The release of this recent paper by the Pakistani government has sparked an
extensive discussion about the possible advantages and implications of using
English as a language of instruction, which will be discussed further below.

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Table 6: The evolution of language in education policy of Pakistan

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METHADOLOGIES
The current thesis is based on the results of a prospective study. The qualitative
data for this research was gathered from 20 primary school teachers who
worked in a variety of government and semi-government schools. Their
conversations were taped and then transcribed by the study. Many of the
teachers who took part in the research were fluent in Urdu and English
However, they spoke a variety of mother tongues, including Punjabi, Saraiki,
Sindhi, and Pushto. They were all asked the same question in order to assess the
use of Urdu and English as a means of instruction at the primary level. The
teachers were a diverse group in terms of age and linguistic skills, with ages
ranging from 50 to 30 years old. Both of these teachers had extensive teaching
experience, and none of them had fewer than five years of experience. Since
these teachers came from a variety of sociolinguistic backgrounds, educational
levels, ages, personality traits, personalities, and levels of Urdu and English
proficiency, their comments, Their suggestions, opinions, and answers to the
interview questions were very helpful to this research.
As a result, the researchers gained firsthand knowledge of a widespread belief
that method of teaching in educational policycan often act as a tool to determine
which social and linguistic groups have access to political and financial
opportunities (Phillipson,1992, 2001; Tsui & Tollefson, 2004), and that it can
also hasten the phenomenon of linguistic genocide (Skutnabb-Kangas, 2000, p.
It is critical to grant a language some representation in the educational system in
order to reinforce a language and its speakers, as well as to raise the language's
prestige. One way to foster and conserve Pakistani languages will be to use
them as a means of education in their respective territories or areas, at least at
the primary level. With the aid of policy documents, academic journals, news
articles, and scholarly content analysis, the data gathered from interviews was
triangulated and analysed.

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RESULTS AND DISCUSSION
In Punjab, sadly, there is a broad culture-disgrace about the Punjabi
language. In the entirety of the elitist English-medium schools, it can be
commonly observed that if someone speaks Punjabi, he or she is
called―Paindu‖ and made fun of. Many educated parents communicate in
English or Urdu as opposed to Punjabi with their kids. Similarly, in the city of
Karachi, the Gujrati language is being abandoned, in any event in the composed
structure, as youngsters try to be proficient in Urdu and English –the dialects
utilized in power.

A reason for this language shift is that many of the speakers of these languages
do not want to be taught in their regional languages because they believe that it
is not economically helpful for them . The participants of the study highlighted
that many parents, and authorities compare the nature of education just with
ability and capability in the English language, which is supported by the
government of Pakistan in its language policies. This is, however, a false notion
because other factors such as availability of teaching resources, teaching-
learning strategies used in the classroom, and the competency of instructors to
communicate in the English language are also involved in an assessment of the
quality of education. For example, Shamim emphasizes that there are subjective
and instructive results of learning ideas in English, which is the third or fourth
language of youngsters in Pakistan.

Utilization of English urges students and educators to adapt by utilizing

procedures, for example, code exchanging in the study hall, and debilitates the
utilization of request based methodologies for instructing and learning, as
students tend to be silent in the class. Arthur has discussed the classroom
practices that are used for effective implementation of educational language
policy in his study of Botswana and Tanzania. One teacher participating in the
study says that Educators play a central part in the execution of language policy
and the nature of teaching, but in many rural contexts, neither teachers nor
students are experts in the English language. Thavash majority of Pakistani
teachers are non-local speakers of the English language who, rather than being
true bilinguals, are monolinguals with some abilities and information in the
objective language likewise toothier first language .

There are no clear policies and requirements for language proficiency tests for
teachers, and no in-service teacher development resources. Shamim closely
observed the33teaching and learning of English language in ESL classes of
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various sizes in government and non-tip top tuition-based schools in
Pakistan. Her discoveries uncovered that instructors in English study halls
focused basically on «doing an exercise» or ―doing grammar‖. In other
subjects, Halai showed that in mathematics classrooms where gathering work
and social connections were advanced and English was used as a language of
learning, students as well as teachers deciphered to and from between the
language of guidance and the students' national language .

He observed classrooms in which the school strategy of teaching science in

English as a method of teaching was followed. Similarly, Panah concentrated on
primary school science educators 'observations and work on concerning
showing science through English. This research was conducted in a primary
grade science classroom at a private English medium school in the context of
Karachi. He saw that instructing science through a foreign language was very
challenging when the learners couldn't convey in light of the absence of
language capability.

In that circumstance, youngsters couldn't take an interest in study hall exercises

and became aloof audience members, and instructors just gave addresses and
made an interpretation of the reading material into the kids' language. As
understudies couldn't communicate in English, during study hall instructing and
in the assessment, they depended on repetition retention. Based on the analysis
of the problems associated with English-medium education in the previous
sections, I maintain that such a pertinent and successful education strategy
would be portrayed by the utilization of a proper method of
teaching. Conveying education in various dialects is more difficult than doing as
such in only one language, nonetheless, an arrangement of primary language
instruction in the early long periods of training doesn't infer that each
indigenous minority language should be included.

Researchers who have examined the psycholinguistic advancement of

youngsters accept that language and psychological improvement are personally
related. It is easier for a child to learn, express, and produce creative ideas in
his/her mother tongue rather than an alien language. The term mother tongue
refersto the first language that a kid gets in an informal setting . Teaching in
mother language takes education inside the range of more youngsters, and raises
their confidence in expressing their opinions in class.

Kids make more noteworthy progress in education, at least during the first years
of primary education, when they study in their mother language. A study in
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Madagascar showed that students taught in their mother tongue performed
better in elementary reading and writing classes after a year of experiment and
achieved a 15% lead over students in a school where the language of instruction
was not Malagasy, the students‘ mother tongue. It can be seen that student
background explains 38.6% of total variation and language of instruction comes
next with a variation of 37.3% in student‘s achievement. Table 7 reinforces the
point that the language of teaching in schools affects the quality of education.

Nekatibeb‘s study used data from the Ethiopian Second National Learning
Assessment to compares the learning performance of students who studied
various subjects by the method of their mother language with those who studied
the same subjects through a foreign language. It tends to be seen that learners
who learned other subjects by the medium of mother language scored an
average of 42.30% whereas learners who studied by a non-mother language
scored 36.23% The results confirm the pedagogical effectiveness of learning
through the mother tongue and provide clear evidence for the usage of native
languages as a medium of education in schools.

The findings support the pedagogical effectiveness of learning in one's native

language and offer compelling reasons for the use of native languages as a
standard of education in schools.
Table 7: Multiple regression analysis of variables and their relationship with
composite student
achievement in Grade 8

Table 8: Composite student achievements in learning other subjects with

mother and non-mother
Tongue

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Turning to the Pakistani experience, Chapstick also believes that lack of mother
tongue education results inleak cooperation rates in education in Azad Jammu
Kashmir, Pakistan. The language used to convey the school educational
program pulls down the instructive execution of a large number of the
individuals who don't utilize it at home, especially the individuals who don't
have normal access to it outside school . The historical experience of the region
shows that in the eighteenth century the literacy rate in Lahore, a major city of
Pakistan, its neighborhood was about 80%, which is down to single digits
now. The proficiency rate plunged because the mode of instruction was
transformed from the primary language to Urdu and English.

Some English government workers had anticipated the outcomes of not making
the first language the vehicle of instruction. They contended that when Latin
was the vehicle of training in England, the instruction was constrained to limit
circles. In any case, when French was embraced as a vehicle of training, the
proficiency rate extended a piece, however mass instruction was made
conceivable just when the Celtic lingo, received as Standard English, was made
the mode of instruction. Brock-Utne,a main supporter of education through
indigenous dialects in African countries, challenges the view that English ought
to be utilized as the mode of instruction in Africa, especially in the early years
of education.

She asserts that ―education for liberation and self-reliance must begin with the
use of a language that does not thwart the acquisition of conceptual
knowledge. The same challenge exists for Pakistan. Recommendation At the
official level, Pakistan desires to move to English medium educational its
primary schools, yet this does not seem to be in the best interests of all
children. A better strategy would be to promote Urdu and regional languages
side by side while simultaneously supporting the learning of English.

This is only possible if all the languages are included in the education system of
Pakistan. English is introduced. English is studied as a main subject for four
years from grade 6 to grade 9. International experience provides support for the
successful implementation of multilingualism in the education systems of
various countries in the world.
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Tucker states that in the Philippines, after experimenting with various education
models, policymakers have finally decided to sustain a bilingual or sometimes
even a trilingual system of education to promote their two official
languages, i. , English and Filipino. According to his research, the success story
is replicated in Guatemala where bilingual education projects have brought
about a remarkable reform in the system. Spanish is the official language in the
country but more than half of the population speaks Mayan.

The success of the project has persuaded the Ministry of Education to formalize
this system. Namibia is another country in the introductory stages of
implementing a bilingual education policy in its school systems, having used
English as a mode of teaching since independence. Nursery education assumes a
crucial job in improving the certainty of the youngsters express opinions in
class. When the child speaks the mother tongue at home and school, he/she does
not face any problem while expressing opinions at school.

The gradual transition from mother tongue to Urdu and then to English will help
students to be fluent verbally and in written expression in these languages. In
this manner, every child will acquire language skills in three different
languages. It will help preserve all the regional languages in Pakistan, as every
language will be taught in schools in different regions. Once a language
becomes part of the education system, the danger of its extinction is eliminated.

The major problem associated with this proposal is the reaction of communities
living in Pakistan to this multilingual approach. It can be predicted that certain
communities and the education authorities will oppose this idea based on the
inconvenience it will cause by integrating several languages in the education
system. These are the most currently debated issues in countries where mother
tongue education is in the process of being implemented. It is natural for the
education authorities in Pakistan to be concerned about the initial costs expected
to be incurred in the curriculum development process.

But in the context of Pakistan, one must look past the quick expense and think
about the eventual fate of the nation. The training of teachers and translation of
a wide range of textbooks in multiple languages may be expensive, but the cost
of a large number of kids who drop out early and gain irrelevant degrees of
education is even greater . The notion that encouraging the usage of native
languages in education may give rise to ethnic disintegrations is a common
misunderstanding in Pakistan. Malone has compared these circumstances with
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Papua New Guinea where the administration has started early instruction in
more than 300 of the nation's 820 dialects.

Similarly, in Pakistan groups that have emerged based on linguistic issues alone
will gradually start to decline in number as the government itself will be
promoting all languages in the education system. Such policy will also help to
create impeded gatherings to be on a standard with major financially
advantaged bunches inside Pakistan's multi-ethnic culture. According to a study
conducted by Smith in Malaysia, in additive bilingual education
programs, where the mother language used as the language of teaching in the
schoolroom in the early years, minority-language students become increasingly
effective learnersatalater stage. Thus, if this type of educational system is
established in Pakistan, it will help in enhancing the literacy rate of the country.

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COMMENTS
Education is crucial to a country's growth. Pakistan is also a developing nation.
Both of these issues are tied to Pakistan's inadequate and ineffective educational
system, either directly or indirectly. Unfortunately, there is a perceived shortage
of qualified professionals in the field of teaching in Pakistan, especially at the
higher education level.

The education system in Pakistan has been severely hampered by this

tumultuous situation. In Pakistan, about a third of all primary school students
attend a private school. Pakistan is now in a really bad state. In Pakistan, the
educational programmes have resulted in social class divisions and
dissimilarities.

We have three forms of education systems running concurrently: English

medium, Urdu medium, and Deeni Madaras. Every social class has its own
educational system for their children, e.g., Any religious people or
impoverished people who cannot afford to send their children to school send
them to Deeni Maddaras, where the medium of learning is completely different
from what they were used to. They used to speak Arabic or their native or
regional language. This is without a doubt the assassination of Pakistan's dignity
and uniformity.
Pakistan has five main vernacular or local languages, namely provincial and
regional languages, as well as Urdu, which is our national language. We should
be proud of our languages. Without having your own words, you won't be able
to progress. I may better illustrate this by using the Holy Quran as an example.
It was descended by Allah Almighty in Arabic, and Our Prophet Muhammad
used to express the teachings in that language because it was the mother tongue
of Arabs at the time, and they understood it without difficulty. Through this, I
would deduce that, in order to achieve human growth, we must use our own
national or natural language, which leads to a deeper comprehension of
fundamental principles and, as a result, stability and economic development.
Urdu will continue to take care of itself until it is declared the national language
and accepted as a medium of instruction at all levels of education. Over time,
language induces breadth in its flow.

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CONCLUSION
Just 6% of Pakistan's population attends school in their first language, and the
majority of the population, who speak several languages, were excluded from
Pakistan's educational system. If education officials have community
cooperation, implementing the programme would not be difficult. He
emphasises the value of bilingual education and the need for teachers to be
skilled in teaching in regional and second languages. Despite using English as
the primary medium of instruction in a large number of schools and universities,
Pakistan has made little improvement in education over the last two decades.
Ironically, these ostensibly English medium schools and colleges have most
likely contributed to lower educational expectations in Pakistan by requiring
children to study in a non-native tongue, which has resulted in weak
comprehension of curriculum material and, as a result, poor achievement. To
summarise, Pakistan's top priority in education is to encourage bilingual
education by strategy discussions and bringing issues to light about the
importance of native language education in the early stages of tutoring, rather
than squandering time and money on the erroneous belief that English medium
education at the primary level would result in educational advancement.

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