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ISSUE OF LANGUAGE AS THE MEDIUM OF INSTRUCTION IN : AN ANALYTICAL STUDY

Abdul Sattar Gopang, Abdul Hameed Panhwar Ayaz Ahmed Chachar and Hyder Ali Nizamani

ABSTRACT

This research paper focuses on the medium of instruction that has been the burning issue not only in Pakistan but all around the world. This issue has remained unresolved in Pakistan due to overwhelming practice of other local and native languages in different provinces. The use of English as a medium of instruction in schools has given opportunity to a long debate whether English is better verified than any of the native languages especially to build up the learner‟s comprehension level at level. The n = 68 public higher/secondary schools of Hyderabad District were taken as the sample. The two groups of the Class VIII students comprised 100 out of which 50 were from mother tongue and 50 were from non-mother tongue schools respectively. Simultaneously, 15 teachers from mother tongue and 15 from non-mother tongue schools were respectively selected for interview. Appropriate interview protocols were made to inspect the effect of the medium of instruction on cognition of learners. In this regard, 5 item semi-structured interview protocol in each was developed for teachers and students. Data were analyzed quantitatively. The results of the study demonstrated that students‟ cognition is better when taught in their mother tongue and they prefer to learn the subject in their respective mother tongues. This understanding of the subject enhances their cognition level as well. On the other hand, teachers also illustrated their preferences to teach in the mother tongue through which students have better learning and understanding. Finally, recommendations were provided for the improvement of the situation planning.

INTRODUCTION As far as English is concerned, it Pakistan, being a multilingual is the language that still follows country, has five major indige- the same tradition of British Rule nous languages i.e. Sindhi, Pun- i.e. the language of correspon- jabi, , Saraiki and Balouchi dence and armed forces (Rah- while serves as the national man, 2004; 2006). As a matter of language (Rahman, 2003; 2004). fact, a language plays a pivotal

Issue of Language as the Medium of Instruction in Pakistan role in linking the past and pre- tion was more extensively impar- sent and transmitting culture, ted. Looking at the majority in traditions, knowledge and acqu- the educational institutes, it was iring skills to other people. It decided by the provincial gover- develops the feelings of people nments to give to the enabling them to think, feel and people by using their mother act as a unified group (Rahman, tongues as the medium of instru- 1996). It also develops the pat- ction and not English (Nurullah riotic feelings among people. In and Naik, 1951). Therefore, the the country, different educational issue carries on since then. Acc- institutes apply different media ording to the UNESCO report of instruction. Thus, the cont- (1953), the child‘s initial literacy roversy of medium of instruction should start in his/her mother is known to the general public in tongue. In particular, pupils sh- the country. This deeply-rooted ould begin their school through controversy need to be un-rooted the medium of mother tongue, to become a conclusive end. because they understand it best. Moreover, to begin their school Literature Review life in the mother tongue will The controversy of the medi- reduce the gap between home um of instruction came into view and school to a noticeable extent. in the sub-continent as soon as the English people took hold and People of Pakistan come ac- started governing the people in ross at least four languages in the sub-continent (Rahman, 2006; their life such as , English, Shamim, 2011). It arose first in Urdu and their provincial Bengal between the supporters of languages (Sindhi, Balochi etc). the classical languages on the Among these, Arabic is used in one hand and those of English on Madrassas; English is used as the the other hand (Nurullah and official language of the country Naik, 1951; Rahman, 2006). The and Urdu as national language. only relieving factor of the situ- As Urdu is the national language ation was that the Missionary of Pakistan and it serves as the activities were conducted on a lingua franca or link language for very large scale in Madrassas all the regions (Rahman, 2006). and consequently English educa- The origin of Urdu can be traced

92 The Shield (ISSN-1991-8410) Vol. 11, 2016 to the Muslim invaders who by the government, that do not came to the sub-continent even know what the major requ- speaking first Turkish later irements of schools are and such Persian. As far as Sindhi is decisions are made outside of concerned, it is one of the oldest schools. In a country where diffe- and is rent languages are spoken, lan- spoken in and tiny portion guage used as a medium of ins- of Baluchistan. truction is chosen which is spo- ken by majority (Coleman and It is also a well-known fact Capstick (2012). But, on the other that Pakistan is a country where hand, minority is also an issue. approximately thirty-one diffe- For that, countries have to choose rent languages are vocal, except a at a certain point or level to intr- quantity of vernaculars, but un- oduce international regional or fortunately no single language is national language in the educa- usually spoken or understood in tional systems. Therefore, choos- the entire corners of the country. ing a particular language is im- According to Rahman (1996) portant for basic education as it many of the languages are spo- is the base for future learning. ken by fairly miniature amount of the population among them a The deeply-rooted issue of variety of languages and dialects the medium of instruction carries spoken are: Balouchi, Brahavi on with the emergence of English and Jugdal (also Makrani) in in the sub-continent where the Baluchistan; Pushto and Hindko local languages (called verna- in the Khaiber Pakhtoonkhuwa culars by the English rulers) were with local dialects of Chitral, neglected and discouraged just Gilgit and Hunza; Punjabi, Pot- to uphold the wari and Saraiki in the Punjab; by the East Indian Company Sindhi, Saraiki and Urdu in (Evans, 2002; Rasool and Man- Sindh; Gujri and Kashmiri in soor, 2009). The Wood Despatch . 1854 was the proposal given by Charles Wood about the educa- The language for the medium tion of sub-continent. It points to of instruction, in the context of the core intention behind this i.e , is chosen curbing the study in Indian

93 Issue of Language as the Medium of Instruction in Pakistan languages. It aimed to initiate ing multi-lingual instructions. joint venture of Indian languages Multi-lingual teaching and lear- and English at educational insti- ning should be appreciated if tutes to broaden proper educa- individualized consideration is tion. Nurullh and Naik (1951) to be given a priority and also stated that the resolution moved the construction of knowledge is by Rayaningar 1915 in the Im- important rather than making perial Legislative Council recom- learners to memorize informa- mended to the Governor General tion. This will help the secondary in the Council to consult the school children to become critical provincial governments for est- thinkers and excel in problem- ablishing the vernacular langu- solving and creative-writing and ages as the medium of instruc- thinking. Thus, through this tion and English language a process, students‘ grasp of ideas compulsory subject for the lea- will get stronger and they will be rners in schools. Since then, able to learn more languages on English is accompanied with the basis of their own language. Indian languages. Even after the According to the report of independence, it still prevails National Commission of Educa- here. tion (1959), in Pakistan multilin- gual groups are present, there- The famous National Comm- fore, it would be very useful to ission on Education (NCE, 1959), use their (students‘) mother ton- which provided foundation of gues as the medium of instruc- education in Pakistan, emphasi- tion up to class V. However, kee- zes the necessity for the develo- ping the importance of English in pment of Urdu and Bengali as mind, English should be taught two official languages of the cou- and studied as a compulsory ntry. However, it is a fact that in subject from class III. Pakistan, diversity is unavoid- able and in order to satisfy the is the first needs of all learners, it is impe- important stage in a child's life in rative to adopt flexible modes of Pakistan. The primary students teaching and learning and not to are young and have tender mi- restrict the teacher from deliver- nds, so their basics are developed

94 The Shield (ISSN-1991-8410) Vol. 11, 2016 and enhanced in this early age. It It is a holistic growth of the child. is very important for a teacher to It builds up foundation of the make sure that the young stud- child‘s learning and lays proper ents understand what the teacher educational background for the intends to teach. Therefore, as rest of his / her life. Since secon- per the researchers‘ opinion, the dary level is extremely signifi- teacher must not teach in one cant for the development and language only. Educational sys- flourishing of the child‘s educa- tem using the home language is tional settings, it is also impor- significant in order to develop tant to ensure what type of ins- positive self-esteem. The teacher tructions is being provided to should focus on mother tongue him/her and in what language. and lay foundations for the other The role of a particular language languages so that by the time of instructions also has a very they grow older, they can at least essential responsibility. Langu- study in two languages and age is clearly the key for comm- expand their experiences in the unication and understanding in future. It is also inappropriate for the classroom. In the national a teacher to converse in one lan- of Pakistan guage only as it is not in favour from 1998-2010, it is predictable of all students because primary that the learners should depart students are young and are in the secondary education stage and process of developing language be able to verbalize Urdu or skills. However, emphasis sho- English smoothly along with uld be laid on the indigenous good communication skills (The language. National Education National Education Policy 1998- Policy (1992) was announced in 2010). Therefore, it is essential to the era of Prime Minister Nawaz attain mother tongue based bilin- Sharif. In this policy, the medium gual instruction approaches in of instruction issue came under secondary classrooms to teach discussion. It clearly states that beginners reading and writing the medium of instruction shall skills whereas second or foreign be regional languages. languages should be taught in a systematic way so that learners Secondary education is also can gradually acquire skills from an important level of education. both languages.

95 Issue of Language as the Medium of Instruction in Pakistan

The medium of instruction Methodology dilemma in the Pakistani educa- Objectives of the Study tional system was also discussed  To review the National Edu- in the National Education Policy cation Policies with special of 2009. Furthermore, the Natio- reference to the medium of nal Education policy (2009) diss- instruction. eminated that this issue was  To analyze the issue of the discussed as a challenge to the medium of instruction at students. The policy states that secondary school level in English is undoubtedly an imp- Pakistan. ortant global language and a  To provide suggestions for great source of competition in the resolution of the medium the world as well. And Urdu, of instruction issue. being National Language, joins the people all over the country as Delimitations of the Study it is a symbol of national unifo-  The present study is deli- rmmity and union. In addition, mited up to the Hyderabad there are local vernaculars / District (both rural and mother tongues in the country urban) that are indicators of ethics,  All Government boys‘ and cultural richness and diversity. girls‘ secondary / higher sec- The above discussed details ondary schools, having both in the national educational poli- media of instruction i.e. cies mention that there are sev- mother tongue (MT) Sindhi / eral controversies and challenges Urdu and English non- found in the selection of exact mother tongue (NMT). medium of instruction for the  Only grade VIII was chosen students so the findings and as the sample for the study. recommendations of this study  Only General subject may resolve this burning issue. was selected to conduct the Hence this study aims to explore present study. student-teacher perceptions of the medium of instruction that may provide sound understand- ing of knowledge and skills to the students.

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Research Design

Sample

This research is a qualitative study. For the purpose of data, the following population and samples were selected.

Table No. 01 Showing Populatio n of the Study

Medium Schools Students Teachers

Sindhi / Urdu 59 3540 59

English 34 2720 34

Total n=93 n=6260 n=93

Table No. 02

Showing the Sample of the Study

Teachers for Students for Medium Schools Interview Interview Protocol Protocol

Sindhi / Urdu 34 15 50

English 34 15 50

Total n=68 n=30 n=100

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Rationale randomly selected school was For sampling purpose, the selected as the sample for the study is divided into two groups interview protocol. As it is a i.e. Sindhi/Urdu medium and qualitative study, data were English medium schools. There collected through an interview were 59 schools of Mother Ton- protocol. gue Sindhi / Urdu medium in Hyderabad district whereas the Interview Protocol for Teachers number of English medium and Students: schools was 34, which means 25 An interview protocol for tea- less than MT schools. So to give chers having 05 semi-structured equal weightage to both langu- Question items was formed. The ages and maintain the validity interviews were taken from 30 and reliability of the collected most experienced teachers of the data, the researcher took the eq- subject of General Science. Simi- ual number of schools from both larly, for the students of Class media. Thus, 34 schools from VIII an interview protocol having each group were selected. 05 Question items was formed. In the same way, these inter- Data Collection Methods views were also conducted from To gain clearer picture about 100 most regular students. the issue, interviews from tea- chers as well as students were Data analysis conducted. For the interview Data were analysed through protocol the 01/02 most regular thematic data analysis process. students according to the atten- This method is most commonly dance register were selected. used method for qualitative data From both medium schools total analysis. It aims at identifying 100 students were selected. 50 patterns through repeated students from each group were reading, coding and examining selected for the interview. Equi- the data (Braun and Clarke, valently, from 15 schools of both 2006). Creswell (2014) argues: groups, 30 most experienced teachers of the subject of General More general steps include org- Science were chosen. This way anizing and preparing the data; an one teacher from each group initial reading through the infor-

98 The Shield (ISSN-1991-8410) Vol. 11, 2016 mation; coding the data; developing ted into different themes which from the codes a description and are analyzed as follows: thematic analysis; using computer programs; representing the findings Findings in tables, graphs, and figures; and interpreting the findings. Table No. 3 Showing Teacher response Since the present study also about the language efficiency in aims at identifying and deve- General Science Grade VIII loping themes and categories Themes Theme wise % with the help of the process sugg- Frequency of age ested by Braun and Clarke (2006) Agreement out of n = 30 and Cresswell (2014), this method General Science 07 23.3 of qualitative data analysis was contents in English Comprehension 06 22.0 deemed very effective. The follo- when taught in wing tables in Section ‗Findings‘ English Subject teaching- 04 13.3 show the results gained through learning in English the use of thematic data analysis When recapitulation 17 56.7 of lecture in Mother results. Both teachers‘ and stu- Tongue (MT) dents‘ interviews were analysed Effects on learning 07 23.3 in detail with the careful use of when medium of learning is English in the processes and procedures re- schools commended for thematic ana- lysis. The raw data was read and General Science contents in underlined / coded repeatedly. English During the process various the- This theme exhibits the res- mes and categories emerged ponses pertaining to the inter- which later were merged and re- view protocol, taken from the duced with the overlapping the- teachers and enquired when mes and categories. The themes General Science content is pres- which were closely related to the ented in English in class room objectives and research questions the students learn in better way. were retained and are presented Thus, 73.3% responses indicate and discussed in the subsequent the poor learning in contents of sections. The questions of both the subject whereas 23.3% res- interview protocols were conver- ponses support the English

99 Issue of Language as the Medium of Instruction in Pakistan language advocating the subject pick the concepts of science and be taught in English, a very less understand them better when number i.e. 3.3% responses are of they are taught through the med- the opinion that it does not make ium of MT and also when they any difference whether the sub- use MT. Hence, only 22% favo- ject is taught either in mother red English whereas a signifi- tongue or in English. So 73.33% cantly large number favored the is a persuasive margin that fav- mother tongue in this regard. ors the MT as the medium of ins- truction at the secondary school Subject teaching-learning in level. This way the majority of English the teachers viewed that students Theme 3 relates to the teach- pick the concepts of General Scie- ing-learning of the General Sci- nce subject more quickly in mo- ence Subject in English. Analysis ther tongue as compared to the of the data in the table dem- same taught in English language. onstrates that 86.7% of responses, that is a substantially large num- Teaching Comprehension in ber of the respondents, opined English that the subject of General Science The theme # 2 concentrates should be taught in MT; whereas on comprehension and in anal- the rest responses i.e. 13.3% go in yses. The table shows that 20% favor of the teaching-learning of responses favor English whereas this subject in English saying that 73.3% responses advocate their teaching of science through Eng- mother tongue (MT) and 6.66% lish medium is better. Hence, it responses are insignificant. Thus, can be argued that the students the marginable majority is incli- at school level are more inclined ned towards the MT through wh- to the learning through MT. ich the learner comprehends the However, the findings of Bughio concepts of General Science rather (2013) and Panhwar (2016) sug- than in English. Yet, 6.6% respo- gest that students at the uni- nses still stand neutral in this versity level preferred to learn regard. In this way, the teachers through the use of English in the of the subject General Science once classes of all subjects. again advocated the mother ton- gue by saying that the students

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When recapitulation of lecture Effects on learning when med- in Mother Tongue (MT) ium of learning is English in schools This theme clarifies the recapitulation of lecturing using This theme explains the the MT on the request of stu- effects of learning when the sub- dents. Analysis of the data in the ject of General Science is taught in table demonstrates that 56.7% English in schools. Analysis of teachers recapitulate their lecture data enlightens that on the minds using MT on the request of lear- of 70% of respondents, a nega- ners whereas 43.3% teachers do tively strong effect is felt. They not repeat the lecture on the felt that teaching and learning of demand of learners. Therefore, the Subject of General Science in for the sake of imparting know- English was ineffective and dis- ledge in a better way, the majo- appointing experience for them. rity of teachers, however not a However, 23.3% opined that the great majority but sufficient nu- teaching-learning through Eng- mber, repeat the lecture in MT lish leaves better effects on them. based on student's request. The Very little number, about 6.7% majority of teachers reported that declared that the teaching-lear- students pick the concepts in ning of the subject of General their MT when the lecture is Science does not make any diff- repeated. Arguably, it seems erence. From the overall data, it from the data that students gain was expected that the majority of more in English, but they polish teachers will support the use of and clear their concepts when the MT, but still some teachers argue lecture is repeated in MT. How- that if students‘ English is better, ever, 43.3% favor the use of Eng- they will have more effect on lish by saying that the term- their learning process and pick inology of the science subject the knowledge and comprehend cannot be translated in MT. in a better way. Therefore, the subject may be taught in English rather than the mother tongue.

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Table No. 4 are of the opinion that it does not Showing the student’s responses make any difference whether the about language efficiency in subject is taught in English. So, General Science Grade VIII the 78% is a convincing margin that supports MT as the medium Theme wise Frequency of % of instruction at the secondary Themes Agreement out age school level. Here the students of n = 100 General Science 17 17.0 viewed that English is not their contents in English mother tongue, therefore, they General Science 71 71.0 when taught in feel a great difficulty in grasping Mother Tongue the meaning of the science ter- Teacher agrees for 76 76.0 recapitulation of minology. As a result, they can- lecture in Mother not understand fully the lecture Tongue and consequently are compelled General Science 20 20.0 Subject should be to learn by heart the content of taught in English the subject. Accordingly, it can The topic in 68 68.0 Mother Tongue on be judged that the concepts of request the subject General Science are not understood by students. General Science contents in Thus, they are helpless and English without getting the meaning of

the content they just remember This theme exposes the res- the content. ponses pertaining to the inter- view protocol, taken from the Teaching General Science in students enquiring that when Mother Tongue General Science content is taught in English the students learn The theme reveals the differ- better. As such, 78% responses ence in the comprehension of the indicate that poor learning takes subject when taught in MT. Ana- place in contents of the subject lysis of data shows that 71% res- whereas 17% responses encou- ponses go in support of MT whe- rage the use of English language reas only 20% responses prefer and advocating the subject be English for the medium of instr- taught in English whilst a very uction by justifying that learners little number i.e. 05% responses comprehend more in English and

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09% responses were insignifi- General Science Subject should cant. So, MT again gains a huge be taught in English support. Students are of the opi- nion that when using MT they Similarly in this theme, the can very easily understand any- above table shows that 70% of thing. At the same time, they responses state that with the use said when they could unders- of English, poor learning takes tand well, they can write well in place when the contents of Gen- the examination. eral Science are taught in English where as 20% say that learning Teacher agrees for recapitu- gets better when taught in lation of lecture in Mother English and 10%, a small number Tongue of the summation, stands impar- tial in this observation. The maj- Based on the above table, it ority of students do not want to can be clearly distinguished and carry on their studies of the sub- judged that 76% of respondents, ject of General Science in English; a substantial part of the figure, for them it is not their mother articulate that recapitulation of tongue for that reason they lecturing in MT makes learning prefer to learn the subject in MT easier and better. However, 22% where their concepts get clearer. of respondents still support poor learning and only 02% stand The topic in Mother Tongue on neutral. Therefore, 76% of votes request go in support of MT. The stu- In this theme, the above table dents were pleased when their illustrates that 68% of respon- teachers repeated the same lec- dents report that effects on lea- ture in their mother tongue. They rning are better when the topics said in this way they could pick of the subject of General Science the concepts easily and remem- are repeated in MT while 24% of ber them with very little efforts. respondents do not support the They reported that sometimes postulation. Only 8% of the res- they are disappointed when their pondents say that it does not teachers do not repeat the lecture make any distinction. Here stu- in MT but when they repeat they dents were satisfied therefore pick well. 68% go in support of the

103 Issue of Language as the Medium of Instruction in Pakistan repetition of the topic of the English. The use of English as the subject General Science. They arg- medium of instruction helped ue that in this way they can exp- them to get accustomed to Eng- lore the topics and can discuss lish. Since for the practical lear- with each other very easily in the ning of English it were not books other case they felt a great diffi- that helped them to learn Eng- culty in discussion with teachers lish, but more importantly it was and their classmates and were the setting and environment puzzled in getting the meaning where they were compelled to of various words/terms in the speak, listen, read and write in content. English. Conversely, the results obtained through data analyses Discussion and Conclusion and interpretation in this study, On the whole, responses of it may be concluded that a great teachers and students appear to majority of the sample report be in contradiction with litera- that MT leaves the greater as ture in . For ex- well as stronger impact on the ample recent studies in the con- students' cognition of Grade VIII text of higher education such as when the students learn the sci- Ahmed (2012), Bughio (2013) and ence concepts. Though there is a Panhwar (2013) strongly suggest number of the sample including that both teachers and students teachers as well as students that emphatically suggested the use go in support of the English as of English for teaching and lear- the medium of instruction, the ning. Both teachers and students sample majority voted for the in these studies recommended mother tongue. greater use of English in classes and outside. They were of the RECOMMENDATIONS view that English was an inter- national language so it was im- 1. The content of General sci- portant. Furthermore, the resp- ence subjects should be deli- ondents were aware of the fact vered in the mother tongue of that subjects and books of science the child because this study and technology are produced in proves that both students and English so it was very important teachers are comfortable for them to learn and understand when various concepts of

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