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Issue of Language As the Medium of Instruction in Pakistan: an Analytical Study

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Issue of Language As the Medium of Instruction in Pakistan: an Analytical Study ISSUE OF LANGUAGE AS THE MEDIUM OF INSTRUCTION IN PAKISTAN: 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 secondary school 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, Pashto, Saraiki and Balouchi dence and armed forces (Rah- while Urdu 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 education 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 Arabic, 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- languages of Pakistan and is rent languages are spoken, lan- spoken in Sindh 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 English language 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 Azad Kashmir. 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 secondary education, 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 Primary education 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.
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