Volume 19, No. 2, 2022
Pedagogical Practices In Terms Of Communicative Settings: Teachers’ Perception Approach
Ms. Ghulam Hafsa , Ms. Shumaila Ahmad , Ms. Sidra Haroon
Abstract
Both Urdu as a national language and English as an official language are widely used for spoken and written communication in Pakistan. In education; however, a linguistic divide is evident in two strands of education system referred as English and Urdu medium. This disparity in educational system has badly affected the students, society and national identity. Language in education policy is like a lifeblood for any nation and requires an ethnographic and empirical research for a productive and practically workable plan. The present study is qualitative and exploratory in nature. The phenomenon of English Urdu divide in education system and the medium of instruction in linguistically plural society is approached from teachers’ perspective to reach out a pragmatic analysis of this phenomenon through the lived experience of people. The area of the study is district Khushab as in the central and southern Punjab education phenomenon is deplorable. Even after reaching college level the students don’t have required proficiency in English. They study has been carried out to find out that how far English as a medium of instruction affects the comprehension of the students? What role L1 can plays in learning process? How far the English Urdu medium divide affect the performance of the students and causes class division. The results have been in favor of an additive type of language in education policy keeping in view the ground realities and pluralistic context of the society.
Pages: 6645-6660
Keywords: Language in Education policy, Linguistic plurality, Communicative practices, Cognitive processing, Urdu English medium divide, Counterproductive, Top down approach, Bottom up approach, Additive policy, language and identity, National unity.