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The Impact of Urdu-Medium Schooling on English Proficiency: A Sociolinguistic Perspective
Mirat ul Ain Azizi, Abeeha Mahin Khan, Lynta Khan
Abstract:
In the present-day modern landscape, proficiency in the English Language, has become crucial for succeeding not only in academics but also in all walks of life. English is no longer the Language of the Elite; it is the lingua franca. Thus, proficiency in English has become a crucial requirement for academic success and advancement in any profession, and this requirement transcends all boundaries, what to say about Pakistan alone. However, in Pakistan, there are still social classes (middle and lower-middle) who aspire to get educated but cannot access the elite systems that are known to be English-medium in the true sense. Hence, students educated through the non-English medium of instruction face multiple challenges in developing both proficiency and accuracy in the English Language. This research article delves into the linguistic, psychological, educational, and sociocultural issues that the students of these systems encounter. The most important problems identified are due to the differences in the structure of both languages, including grammar, phonology, and vocabulary. These differences often cause incorrect transfer of expressions from one language to the other and result in errors. Additionally, major factors like language learning anxiety, lack of confidence, and fear of making mistakes further hinder competence. The article also points out some general issues, including traditional teaching methodologies, proficiency of teachers, curriculum, and unequal access to educational resources. Thus, the gap identified in this study is focused on how the sociolinguistic divide and the deficiencies in teaching methodologies are barriers to attaining proficiency for the Urdu-medium students. Based on the theories of second language acquisition like Stephen Krashens Affective Filter Hypothesis and Pierrie Bourdieu’s “Forms of Capital” wherein he takes up language as the “Cultural Capital.” For the thematic analysis, Braun and Clarke’s thematic analysis approach has been used. This article stresses the requirement for communicative, learner-centered teaching approaches, teacher training on interactive teaching methodologies, and enhanced awareness about correct English input. As per the study, the challenges can be overcome through pedagogical measures, ensuring the use of appropriate teaching methodologies learning environment that enhances English language proficiency and accuracy among Urdu-medium students.
Keywords:
Language learning; Urdu-medium students; English Language proficiency; English Language accuracy; Pakistan education system
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