1

Cover page

Foreign Language as a Medium of Instruction and Provision of

Effective Teaching and Learning at Primary Level: A Study of Male
and Female Govt Schools at District Charsadda KP.

Hanif Jan
10612
M.Phil. (Education)

Qurtuba University of Science & Information Technology

Peshawar, Khyber Pakhtunkhwa
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Title Page

Foreign Language as a Medium of Instruction and Provision of

Effective Teaching and Learning at Primary Level: A Study of Male
and Female Govt Schools at District Charsadda KP.

Hanif Jan

10612

M.Phil

Education

Oct04, 2017

Dr. Hayat Mohammad

Qurtuba University of Science & Information Technology

Peshawar, Khyber Pakhtunkhwa

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CERTIFICATE BY SUPERVIOSER FOR RP-I SUBMISSION

Foreign Language as a Medium of Instruction in Basic Sciences and Provision
of Effective Teaching and Learning at Primary Level: A study of Male and Female
Govt schools at District Charsadda, Khyber Pakhtunkhwa.
(Title of Research Proposal)

Written By
Hanif Jan 10612
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I have thoroughly checked this proposal as per guidelines issued by Graduates Studies
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Literature Review
Research Methodology
References
Appendix

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 4

Self-Assessment Report by the Scholar

Checklist:

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Format of Thesis in APA

Cover and Title Page

Certificate from Supervisor

Table of Contents

Language & Grammar

Problem Statement

Purpose/ Objective of the Study

Theoretical Framework

Research questions/Hypotheses

Significance of the Study

Delimitations / Limitations

Definition of Terms

Literature Review

Research Design

Sampling

Variables

Methods of Data Collection

References in APA Format

Appendices

I Hanif Jan hereby, declare that I have prepared the attached Research Proposal under the guidelines
of prescribed format of Qurtuba University of Science & IT.
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I recommend that the Research Proposal be revised.

I recommend that the Research Proposal be accepted & forwarded to BOASAR.

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Dedication

To My mother “Dill Ara”, My father

Mr. Sultan Jan, Brothers, Sisters, and
To a Special One who are behind my every
success.
*****************
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Acknowledgment

The researcher expresses his heartfelt granted to Almighty ALLAH who enabled him to
complete this research.

Thereafter he is deeply grateful to Dr. Hayat Ullah (Psychology Dept, University of

Peshawar) Supervisor of the thesis for his guidance throughout this study. His emphatic
suggestions and willing cooperation has provided support to the completion of this research.

The researcher also thankful to his parents to pray, support & encouragement him throughout the
studies which make him succeeded.

O! GOD gives them place in Heavens (Ameen).

The researcher also thanks to the entire staff of Qurtuba University of science and technology
Peshawar for their support in this study.

The researcher expresses his great thanks to his friends in composing and helping him
throughout the research.

Hanif Jan
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Abstract
The purpose of this study is to assess the impact of foreign language as medium of instruction on
effective teaching and learning process in the subjects of basic science at primary level and its
effect on students’ academic performance. Also it sought to know whether the teachers preferred
a different language to be used as a medium of instruction in District Charsadda Govt Primary
schools (Male and Female). The study adopted a quantitative mode of enquiry. The
questionnaires distributed among the 200 teachers of primary schools of district Charsadda
Khyber Pakhtunkhawa which were taken as a sample for the research. It was hypothesized that
Mother tongue will be a suitable medium of instruction for teaching and learning while English
as a medium of instruction has negative effect on students’ academic achievement and most of
the teachers will give preference to Mother Tongue over English Language as a medium of
instruction at Primary Level. All the hypotheses are come out Positive. Result of the study
supported the assumptions of the study that Mother Tongue in learning process as a medium of
instruction is playing pivotal role in educating children as compared to the foreign language. The
study concludes that using English language as a medium of instruction contributes to poor
academic performance among students, thus resulting in poor quality education and suggested
Govt officials to make it mandatory in schools the medium of instruction.
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Table of Contents
Cover page ....................................................................................................................................................................1
Title Page .......................................................................................................................................................................2
CERTIFICATE BY SUPERVIOSER FOR RP-I SUBMISSION ...........................................................................3
Self-Assessment Report by the Scholar .....................................................................................................................4
Dedication .....................................................................................................................................................................5
Acknowledgment .........................................................................................................................................................6
Abstract ........................................................................................................................................................................7
Table of Contents .........................................................................................................................................................8
List of tables/Grapes ....................................................................................................................................................9
Chapter One (Introduction)...................................................................................................................................... 11
1.1. Background of the Study.................................................................................................................................... 11
1.1.1. Power and Practice Associated with the Linguistic Habitus ........................................................................ 13
1.1.2. Cognitive, Affective, and Conative Components of Language Attitudes .................................................... 14
1.1.3 History of Medium of Instruction in West Pakistan since 1947 till now ...................................................... 15
1.1.4 Basis for Determining the Medium of Instruction ......................................................................................... 16
1.1.5 Problem Faced by the Teachers and Students by adopting any other Medium of instruction except
Mother tongue especially at lower level in Pakistan ............................................................................................... 17
1.1.6 Medium of Instruction in Islamic Perspective ............................................................................................... 17
1.1.7 More research needed ...................................................................................................................................... 18
1.1.8 WHAT IS MOTHER TONGUE? ................................................................................................................... 18
1.1.9 IMPORTANCE OF MOTHER TONGUE ..................................................................................................... 19
1.1.10 IMPORTANCE OF MOTHER TONGUE IN EDUCATION AS MEDIUM OF INSTRUCTIONS ...... 21
1.1.11 EDUCATION IN MOTHER TONGUE A CHILDREN RIGHT ............................................................... 23
1.2. Problem Statement ............................................................................................................................................. 25
1.3Research Questions............................................................................................................................................... 26
1.4. Research Objectives............................................................................................................................................ 26
1.5. Hypotheses ........................................................................................................................................................... 26
1.6. Significance of Research..................................................................................................................................... 27
Chapter Two (Literature Review) ............................................................................................................................ 28
2.1.Spolsky's Language Policy Components ............................................................................................................ 30
2.2.Language Beliefs and Ideology ........................................................................................................................... 31
2.3. Language management ...................................................................................................................................... 34
2.4. Language Practices ............................................................................................................................................. 37
Chapter Three (Research Methodology) ................................................................................................................. 45
3.2 Research Nature .................................................................................................................................................. 46
3.3 Research Population ............................................................................................................................................ 46
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3.4 Sample and Sampling Technique ....................................................................................................................... 46

3.5 Sources of Data .................................................................................................................................................... 46
3.6 Data Collection Procedure .................................................................................................................................. 47
3.7 Data Analysis Technique ..................................................................................................................................... 47
3.8 Limitations of Study ............................................................................................................................................ 47
3.9 Tabulation and Data Collection.......................................................................................................................... 47
3.10 Organization of thesis ........................................................................................................................................ 47
3.11 Time table/ Research Plan ................................................................................................................................ 48
Chapter Four (Data Analysis) .................................................................................................................................. 49
2.4.1 Overview ............................................................................................................................................................ 49
Table 4.1 ..................................................................................................................................................................... 49
Table 4.2 ..................................................................................................................................................................... 50
Tables 4.3 .................................................................................................................................................................... 51
Tables 4.4 .................................................................................................................................................................... 52
Tables 4.5 .................................................................................................................................................................... 53
Tables 4.6 .................................................................................................................................................................... 54
Table 4.7 ..................................................................................................................................................................... 55
Table 4.8 ..................................................................................................................................................................... 56
Table 4.9 ..................................................................................................................................................................... 57
Table 4.10 ................................................................................................................................................................... 58
Table 4.12 ................................................................................................................................................................... 60
Table 4.13 ................................................................................................................................................................... 61
Table 4.14 ................................................................................................................................................................... 62
Table 4.15 ................................................................................................................................................................... 63
Table 4.16 ................................................................................................................................................................... 64
Table 4.17 ................................................................................................................................................................... 65
Chapter Five (Discussion, Conclusions and Recommendations) ........................................................................... 66
5.2 Discussion ...................................................................................................................................................... 66
5.3 Conclusions ................................................................................................................................................... 68
5.4 Recommendations......................................................................................................................................... 70
6. References .............................................................................................................................................................. 72
Questionnaires ........................................................................................................................................................... 79

List of tables/Grapes
Table 4.1 ..................................................................................................................................................................... 49
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Table 4.2 ..................................................................................................................................................................... 50

Tables 4.3 .................................................................................................................................................................... 51
Tables 4.4 .................................................................................................................................................................... 52
Tables 4.5 .................................................................................................................................................................... 53
Tables 4.6 .................................................................................................................................................................... 54
Table 4.7 ..................................................................................................................................................................... 55
Table 4.8 ..................................................................................................................................................................... 56
Table 4.9 ..................................................................................................................................................................... 57
Table 4.10 ................................................................................................................................................................... 58
Table 4.12 ................................................................................................................................................................... 60
Table 4.13 ................................................................................................................................................................... 61
Table 4.14 ................................................................................................................................................................... 62
Table 4.15 ................................................................................................................................................................... 63
Table 4.16 ................................................................................................................................................................... 64
Table 4.17 ................................................................................................................................................................... 65
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Chapter One (Introduction)

2.2.1 Overview
Chapter one is introduction. This section focuses on the introduction of the research
problem. This chapter contains background of the study, Problem Statement, Research
Questions, Research Objectives, Hypotheses, Significance of Research

1.1. Background of the Study

While there are many aspects involved in bringing quality basic education, language is
clearly the key to understanding and communication in the classroom. Many developing
countries are considered by individual as well as societal multilingualism, yet continue to allow a
single foreign language to dominate the education sector. Teaching through a language that
learners do not use know has been called “submersion” (Skutnabb-Kangas 2000) since it is like
to hold the students under water without teaching them how to swim. Compounded by long-
lasting difficulties such as poorly designed, low levels of teacher education, submersion makes
both learning and teaching extremely difficult, inappropriate curricula and lack of adequate
school facilities, particularly when the language of instruction is also foreign to the teacher.

Raising the quality of teaching and learning in Pakistan has emerged as one of the
challenges and priority of the government and as a key factor in the development of education all
over the country. What has also been supposed is the role of language in achieving the desired
qualitative development in the education sector. The realization of the role of language in the
Pakistani education system has been slow and a complex process fraught with a lot of
politicking. The present language situation skewed towards the use of English language as the
medium of instruction for basic sciences in the Pakistani schools, has left the majority of the
children marginalized and teachers confused as to the appropriate language to use for basic
sciences, because the textbooks for basic sciences are in English language which is difficult for a
student at primary school level.

Unsatisfied attempts to reform and change the classroom language to that which best
serves the interest of the Pakistani primary school child have prompted teachers in their
individual capacities and in the school situations to use a language responsive to the
communication and development needs of children. The dilemma that develops stems from the
definition of "interest." While learners' and teacher’s interests can be in the use of local
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languages as a medium of instruction, the world of work and examinations demand that they
have an interest in the use of English. Pupils' participation levels are thus greatly reduced.

It is also evident that when English language has failed the teacher to maintain the
necessary understanding with pupils, often he/she resorts to mother tongue in whatever subject.
The use of mother tongue has succeeded to clear the problems and bring to fruition meaningful
communication in the classroom.

Use of a familiar language to teach start literacy helps an understanding of meaning-

symbol or sound-symbol correspondence. Learning to read is most efficient when students know
the language and can employ psycholinguistic guessing approaches likewise students can
communicate through writing as soon as they understand the rules of the orthographic (or other
written) system of their language. In compare, submersion programs may succeed in teaching
students to decode words in the L2, but it can take years before they discover meaning in what
they are “reading.”

Psychologists have clearly recommended that medium of instruction should be as same as

that of the language because they say that language and cognitive development are
interconnected and child learning best occurred in mother tongue because it is a very straight line
towards learning.

Many investigations have been done in this respect indigenously as well as globally. In
most of the investigations, it is originated that students are facing problems with respect to the
medium of instruction. More recent research discoveries designate the vanity of using English as
the medium of instruction and the difficulties faced by the students.

The medium of instruction is controversy in Pakistan continues and can be viewed as a

power struggle between the elites or different pressure groups and the pro-elites (Rahman 1999).

Many education specialists during the twentieth century viewed it as axiomatic that the
best medium for teaching a child was his mother tongue.
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1.1.1. Power and Practice Associated with the Linguistic Habitus

Alexander discusses diverse issues related to the hyperlink between language policies,
language attitudes, and language behavior. He refers to state capital Bourdieu’s (1991) notion of
symbolic energy—an invisible vigor that suffuses all spheres of lifestyles in such some way that
the terrible men and women who it topics, end up actively complicit in their subjection. This
occurs on the grounds that of the UN company people who those people who are subjected to
such an affect believes inside the legitimacy of this vigor and in addition the legitimacy of the
persons and organizations who wield it. Alexander refers during this recognize to the invisible
hegemonic vigor of European languages on the African continent related standard beliefs that an
African renaissance will exclusively happen by way of European languages (Alexander 2003).

A closely related quandary, consistent with Alexander is the linguistic market within a
particular context. Much like economic markets, linguistic markets strengthen because of the
interplay of folks who speak exceptional languages and dialects. A hierarchy of languages
develops where some languages and/or varieties acquire an extra dominant position than others.
A principal outcome is that speakers of dominant languages are privileged above individuals
who speak different languages and/or types. Persons moreover come to believe that those who
find themselves equipped in utilizing the dominant or reputable language have extra-linguistic
capital than these much less equipped to take action. The subjugation of individuals speak other
languages and/or sorts is moreover strengthened by means of a procedure of self-censorship
wherein the very men and women who're in an inferior position as a result of the language
hierarchy, uphold the hierarchy due to their assessments of what counts within the linguistic
market—and in different spheres additionally.

It is in addition no longer most effective the status and linguistic hierarchies in

neighborhood and national contexts that influence language approaches, but additionally within
the international context. Analysts point to the global status of English (Graddol 2006, Pachler
2007).

English not handiest has symbolic energy worth, but its world reputation enhances its
instrumental value. It is in addition a core element of virtually all strategies related to the
worldwide financial system, the understanding society, the development of understanding and
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conversation applied sciences (ICTs) and the global media. Learning English has thus turn out
to be a global normal ability. English is moreover no longer considered as a foreign language
even when it's not the mummy tongue of any particular team in a society. On the symbolic
level, English has also come to be closely linked to urbanization and has emerged as the
language of the urban center category. In brief, the world has emerged as a world village with
English as lingua franca.

In South Africa, on a realistic degree, we must fully grasp, in step with Alexander (2003),
that the nation represents a multilingual society within the African context. It isn't a variant of an
English-speaking society. Indigenous languages should thus turn out to be the languages mainly
spoken in all contexts. That signifies that we have got to change the way where speakers of
indigenous languages perceive their languages and when and the place these languages can and
will have to be used. As an alternative of leaving humans to be complicit in cementing their
possess low popularity and bad efficiency, pro-energetic approaches must be carried out to
advertise using indigenous languages. In essence that signifies that the “colonized minds” of
Africans have got to be freed (Alexander 2003, 186). To show to “doubting Thomases” that it
may be done, Alexander makes use of the example of the development of Afrikaans as an
excessive-fame language during the last seventy-five years. He believes that if this would be
performed within the case of Afrikaans, it can also be achieved for different indigenous
languages (Alexander 2003).

1.1.2. Cognitive, Affective, and Conative Components of Language Attitudes

Aziakpono and Bekker outline language attitudes as tendencies to react positively or

negatively toward a distinctive language. They distinguish three components of language
attitudes, namely cognitive, affective and conative accessories. The cognitive component
pertains to opinions, beliefs and also talents concerning a special language and its usage inside
precise contexts. The affective component relates to emotions toward the language comparable
to shut identification with a language and a related crew, while the conative element refers to
detailed movements regarding the language and such language choices inside a unique context
(Aziakpono and Bekker 2010).
 15

The affective and cognitive components could vary (Aziakpono and Bekker 2010). A
South African student can, for example, recognize closely with his or her home language, but
still feels that English is a superior selection as Language of Leaning and Teaching (LOLT) due
to its worldwide instrumental and standing value. Two groups of language attitudes can thus be
eminent which parallel to the instrumental and symbolic roles of language. One group relates to
integrative attitudes which bear association to an individual’s identification with a specific
group, while instrumental attitudes are related with ideas on the importance and instrumental
value of a specific language.

On the other hand, Bornman et al found that more than half of a sample of Afrikaans-
speaking Unisia students selected Afrikaans as LOLT. Similar to Black students, both
instrumental and integrative values encouraged their language choices. Students who selected
Afrikaans were highly happy with this choice and also highly aware of the benefits of education
in their home language. They were also significantly more satisfied of their language than those
who chose English. Students who chose English declared on the other hand the instrumental
value as well as global status of English as explanations for these selections (Bornman et al
2013).

Hilton concluded that flexibility in the provision of language selections is perhaps the
most fruitful method in providing for students’ language and learning needs (Hilton 2010).
1.1.3 History of Medium of Instruction in West Pakistan since 1947 till now
1.1.3.1 Governments and Review of Policy Documents in West Pakistan.
The issue of medium of instruction is with us right from the time of independence.

1.1.3.2 Constitution of Pakistan, 1973

In all of the 3 constitutions of West Pakistan, there area unit clear statements
found associated with the language policy of West Pakistan. Within the constitution of West
Pakistan 1973, the statement regarding language policy in West Pakistan is as under:
1. The National language of West Pakistan is Urdu and arrangements shall be created for its
being used for official and different functions at intervals fifteen years from the
commencing day.
 16

2. Nation language is also used for official functions till the arrangement is formed for its
replacement by Urdu.
3. While not prejudice to the standing of the National language, a Provincial Assembly is also
law prescribes measures for the teaching, promotion, and use of a provincial language in
addition to the national language.”

1.1.4 Basis for Determining the Medium of Instruction

Before choosing a language as medium of instruction, there area unit some points that ought
to be kept in mind:
1. Medium of instruction ought to endorse the understanding of students.
2. It doesn't vital what that language, we tend to area unit choosing as medium of
instruction, but the vital factor is that the full command over that language and
confidence to talk that language on either side (teachers and the students)
3. Selected Medium of instruction ought to facilitate in raising the cognitive skills of the
students and the development of students’ individuality.
4. It ought to facilitate the students in conceptual formation rather than forcing them just
rote learning memorization of the written language.
5. It shouldn't produce the sense of superiority or complex among the students.
UNESCO 1951 Meeting of Specialists first language as Medium of Instruction expressed
‘It is axiomatic that the most effective medium for teaching a toddler is his mother-tongue’.

Golden Words:

“If you speak to a man in a language he understands, you speak to his head. If you speak
to a man in his own language, you speak to his heart.”
Teaching within the Mother tong enhance the understanding of the learner.
It’s a quite phenomenon to show an individual in his/her tongue.
The findings of latest researches show that an individual thinks in his/her tongue. So, Mother
tongue as medium of instruction removes the confusions.
A student incorporates a wealthy vocabulary in his/her tongue. So he/she will specific
his/her concepts and language doesn't become a hurdle.

Native languages promote in this means and replicate the culture of the various regions of the
country.
 17

Education within the tongue allows the learners to achieve fluency and confidence in
speaking, reading, and writing and to participate totally in, and contribute, to national
economic and social development.

1.1.5 Problem Faced by the Teachers and Students by adopting any other Medium of
instruction except Mother tongue especially at lower level in Pakistan
At lower level particularly in elementary categories, our teachers and
students face plenty of issues, which might be eliminated by adopting tongue as medium of
instruction.
1. Teacher and Students each face issue to exchange concepts owing to the poor vocabulary. It
is terribly troublesome to urge command over a non-native language.
2. The amount of understanding decreases. Students couldn't perceive effectively. They are
compelled to learn the information. ideas of the scholars stay unclear.
3. Students get didn't integrate the information, that the teacher is conveyance in their minds,
with their own natural setting. It makes their minds get confused.

1.1.6 Medium of Instruction in Islamic Perspective

Islam advocates teaching an individual in his/her tongue. it's quite natural phenomenon to
show an individual in his/her own language. It enhances the understanding of the person and
helps him to create her ideas clearer. Religious text was descended by the Almighty Allah in
Arabic and Hazrat Muhammad (SAW) sent the message of Allah with the utilization of that
language. it absolutely was the tongue of the Arabs at that point in order that it absolutely
was simple for them to know the preaching of religious text while not facing any hassle.
Arabic is the universal language of all Muslims, though only 15 percent of Muslims speak
Arabic as a native tongue.

The most important aim of the current study is to shed some light on the opinions of
District Charsadda Teachers who are the speakers of languages other than English Language
and uses English as a LOLT in the subjects of basic sciences for primary school level. Their
opinions play a very vital role in the language policy for the students of Primary School Level,
because they are on the ground where they are trying to interact with these policies. Their
 18

suggestions will not only consider the selection of any language by students but will also what
are the consequences of the language in which they are teaching to the students.

1.1.7 More research needed

Investment in a coordinated program of research could advance knowledge about these
kinds of questions in order to inform national language in education policies, teacher training,
and local approaches.

More research is needed on steps that can be taken in the early years and during
the transition to school to prepare children for the mix of language(s) that will be used in
primary school.

Questions need to be explored about what are the most important outcomes and how best
to measure them in various teaching and learning contexts. How should assessment of
pedagogical effectiveness take into account the different pace of children’s growing competence
in core skills including reading, writing, numeracy and problem solving when they learn
through multiple languages?

There is also a gap in research on effective approaches for successful transitions of

mother-tongue educated children to secondary school in a dominant language.

Family members play an important role as children’s ‘first teachers’ and research
should explore the roles of informal and non-formal education and family interaction in
promoting literacy, numeracy, and higher order cognitive skills using the mother tongue.

We need to involve community members with diverse language skills in formal school
and train teachers with varying language capacities and levels of education to be effective in
MTB-MLE classrooms. As knowledge develops, we must get better at communicating research
findings so that practitioners, policy makers and donors are informed and motivated by evidence
about how the potential of MTB-MLE can be harnessed to achieve Education for All.

1.1.8 WHAT IS MOTHER TONGUE?

Many people today, understand mother tongue as the language of mother. Another
meaning of mother tongue is the government and the school chosen language. Andre Martinet
 19

the French linguist once said that mother tongue is “the language through which one comes to
know the world”. Mother tongue and the motherland are abstract concepts so mother tongue is
the language to which the emotional connection is strongest, the language certifying all the
cultural riches whose destruction results in the destruction of innovativeness and creativity. All
the children, irrespective of sex, caste and class have to move from the home language towards
the school language. The mother tongue is the expression of individuality of an individual as
well as of individual’s primary group identity. Among the members of primary group knowledge
and experience are shared through mother tongue (Pattanayak 2003).

Mother tongue is the essential factor of any culture and the basic component of diverse or
intercultural education. But even in educated circles understanding of the clear idea is yet very
little. In India the word “matrubhash” for mother tongue is comparatively new which is a literal
translation of the English words ‘Mother Tongue’ since eighteenth century whereas even in
English language the word is also not old. When Europe was first taking shape, the language of
the scholars and priests was called lingua vulgaris, for separating it from Latin. At the Romans’
time the first language of a people was called patrius sermo, or the language of the male head of
the household (Pattanayak 2003).
Ross take out idea from several researches and reports (SIL-Summer Institute of
Linguistics 2004; Terralingua 2004; Beardsmore, 1986 ;) defined ‘Mother Tongue’ –in several
ways: i.e. The language learnt from the family; the language used at home; The first language a
child speaks; the language used in the community; the language most competent in; and the
‘preferred’ language. It forms a person’s identity, their defining quality (Ross 2004).
Orekan quoted definition as: Mother tongue is “the language one thinks, dreams and counts in”
(Orekan 2011).
Bloch (n.d.) quoted a definition of mother tongue as: “A mother tongue is the language
the child can speak fluently before going to school. It is the language in which the child can
operate confidently in all domains relevant to the child’s life. It may or may not be the language
spoken by both parents. In this sense the bilingual child has two mother tongues” (Bloch n.d).

1.1.9 IMPORTANCE OF MOTHER TONGUE

Identity and Language are connected – as the term ‘mother tongue’ implies. A healthy
identity balances different parts of our personalities. A community expresses part of its identity
 20

in its languages of teaching and a healthy society makes selections that encourage harmonious
societies and confident persons. Fortunately these goals are usually similar (Daniel 2003).
First language which is home language is mainly important for the development of a
positive well-being and self-concept of a child. Children having the chance of maintaining their
first language can spread their cognitive growth, while learning additional languages as a second
language. In the second language their level of ability is linked with the level of ability they have
attained in their first language. Children having sound information of their first language can
transfer skills from one language to another. The mother tongue unlocks the door, with its own
grammar, to all grammars, in which it awakens the potential for universal grammar that lies
within all of us. It is the valuable advantage people bring to the task of language learning. Due to
this, the mother tongue is the main key to foreign languages, the device which gives us the
fastest, most precise, and most complete means of accessing a foreign language. Successful
learners capitalize on the massive amount of language skills and world knowledge they have
accrued via the mother tongue. For the beginner, becoming aware of meanings automatically
involves linking them with the mother tongue – until the first language has recognized an ever-
more composite network for itself. The association between languages should be clearly
recognized and not suppressed or ignored. The non-use of the mother tongue, though, seriously
constrains what can be read and said. Mother Tongue will save learners from a feeling of
frustration, which will finally lead them to avoid all topics of individual interest. The well-
calculated role of the mother tongue can allow pupils to challenge more difficult texts sooner,
Hassanzadeh et al. (2011) extended the claim of Butzkamm (2003) that “You can banish the
mother tongue from the classroom, but you cannot banish it from the pupils’ heads"
(Hassanzadeh et al 2011).

Mother tongue also provides helps in understanding and learning the second language.
According to Mackenzie & Walker (n.d.) it is evident from research that a second language is
learned best when a first language is learned well.

Learning a first language and essential learning ideas encourages general cognitive
growth that is needed to more easily and quickly learn a second language. Because language and
reading are closely related, learning to read in one‘s first language enables reading in a second,
since many key skills associated to reading are transferable from one language to another
(Pflepsen 2011).
 21

According to Fakeye (2011) several studies (Amao 2010; Gladstone 1969; UNESCO
1953; Patton & Gay 1993) have shown a close association between the child’s mother tongue
and his culture. Amao stressed the significance of the language as the embodiment and carrier of
the features of social environment. While Gladstone claimed that language and culture are
interwoven, hence, according to UNESCO (1953), the culture and the personality of a person are
reflected in his language. It is therefore claimed that the use of the Mother tongue for teaching
will foster the social values of the child. Language, having developed in the context of a certain
culture of necessity, reflects that in specific culture, language, not only distinguishes and
integrates human interaction, but also, guides to behavior and motives to conform (Fakeye 2011).

There are good reasons to trust that the use of a foreign language would reduce people’s
ability to rely on more systematic processes, because it is harder to use a foreign language, which
increases cognitive load and leads to greater reliance on affective and intuitiveprocesses (Keysar
et al 2012).

Scientific ideas are neither developed nor explained in African languages, which are
mostly not used for science and proper schooling. These concepts in foreign languages and then
only by a very small minority of the population are rapidly and badly learned, consequently do
not enter in people’s daily life (Küper 2003).

People acquire through mother tongue, think in their mother tongue, and express in the
mother tongue (Sathiaseelan 2013).

1.1.10 IMPORTANCE OF MOTHER TONGUE IN EDUCATION AS MEDIUM OF

INSTRUCTIONS
Social level languages have important role in cultural variations and introduction of new
knowledge, which becomes quite clear in industrialized societies, where, in order to guarantee
wider diffusion of research conclusions and new concepts often a more popular language level is
used. In the societies where the everyday language and the language of teaching and mass media
differ the condition is very complex (Küper 2003).
Language informs the children with the environment into which they have been born.
Language accrued knowledge skills and myths are conveyed through mother tongue from one
generation to another generation. Because of receiving social acceptance the standardized
 22

version of the spoken language is used as the medium of communication, education and
administration (Pattanayak 2003).
Referring the ‘2010 Education for All’ (EFA) statement on reaching the marginalized
somberly notes that, “children who are members of an linguistic or ethnic minority or an
indigenous group, enter school with poorer prospects of success and emerge within fewer years
of education with lower levels of achievement”. The report advices that to effectively teach
around 221 million children worldwide speaking a different language at home, from the one used
as medium of teaching in schools, there is a need to teach them first in their home language (L1)
while slowly introducing the national or official language (L2) (Gacheche 2010).
All over the world, young children learn through mother tongues and arrive at early
learning programs such as preschool and primary school with this precious resource of their
mother tongues different from the dominant languages used in their broader social world (Ball
2010).
Mother tongue education is a schooling system, which encouraging in the school teaching
and learning process in Mother Tongue (L1) of children. The indispensability and primacy of
mother tongue in early childhood education inspired a number of resolutions, declarations,
conventions, national and international legislations, aiming at promotion of education in mother
tongue as one practical step to protect and uphold the linguistic rights of children (Agbedo et al
2012).
Children in far-flung rural areas, who speak one language at home and have no
interaction with the school language outside of the classroom, often have the main problems in
gaining any understanding of the language taught at school. This is an important factor
contributing to poor quality education and resulting in low literacy. Whereas when children are
highly capable in the medium of teaching then they learn best. Phiri (2013) mentioned the
experiment of a reading literacy test done in 32 countries, where students having home language
that of a school had an easier change into reading while those who had to learn a new language
while learning to read. In reading literacy tests no group of native language speaking scored low
levels, which were offered in the official language (Phiri 2013).
Around the world there is a growing trend of supporting teaching in mother tongue in the
child‘s early years of education. Educational programs using this approach are rising in number
in Southeast Asia (Burton 2013).
 23

The children think and dream in the mother tongue so training in mother tongue use– is
the first essential of schooling and the first instrument of human culture. Hence it is of great
importance for children to have a secure foundation in their mother tongue. Children learn the
most in their own mother tongue, which is an easy way of learning. Years of school in the life of
children are the most important because during this period attitude and aptitude of children are
developed. Therefore, during that time the emotional as well as physical needs of the children
need real care. During this period their mother tongue becomes the ideal medium of teaching for
them, because it is as natural to them as the milk of mother, and in their own natural tongue they
can better discover their own natural environment. Besides this, if children’s foundations for the
future development are laid in their own mother tongue, the children even in the future years can
shape up on them in another language. On pedagogical grounds it is also generally
acknowledged that in Education as the medium of teaching the mother tongue is best suited. For
the children it is the natural language of thought and highly right for concept formation
(Sathiaseelan 2013).

1.1.11 EDUCATION IN MOTHER TONGUE A CHILDREN RIGHT

It is a right to speak one’s own language. International ‘Mother Language Day’
announced in 1999 by UNESCO and marked on 21 February each year, is one example.
Together with bilingual or multilingual education, encouraging education in the mother tongue is
one of the ethics set out by UNESCO. On top of this, languages are now observed as an integral
part of a people’s individuality, as shown in the UNESCO Universal Declaration on Cultural
Diversity, which recognizes the importance of languages in encouraging cultural variety (Daniel
2003).
According to UNESCO since 1953 is supporting right of children to learn their mother
tongue, and is supporting the care of cultural and linguistic variety through language-in-
education policies. A research and program review reports discusses of mother tongue-based
bilingual or multilingual education for children in early age and is intended to: informing policy-
makers about existing practices and research in mother-tongue teaching in early childhood and
early primary school years and rising awareness about the value of keeping the cultures and the
languages of the world by promoting and re-sourcing mother tongue-based education for
children (Ball 2010).
 24

Article 29 of the Convention on the Rights of the Child (CRC) specified that the child’s
education should be directed to” The development of the child's talents, personality, and physical
and mental abilities to their fullest potential” and “The child’s preparation for responsible life in
a free society, in the spirit of peace, understanding, tolerance, equality of sexes, and friendship
among all peoples, national ethnic, and religious groups and persons of indigenous origin”.
According to Article 29, of ILO Convention No. 169, “The imparting of general skills and
knowledge that will help children belonging to the peoples concerned to participate fully and on
an equal footing in the national community and in their own community shall be the aim of
education for these peoples”. It is an implication that there is no respect for right to education of
native children unless they become bicultural and bilingual through schooling. From a language
(s) a good educational program leads to the following, identity, goals and life chances point of
view:
1. Strong, positive multicultural and multilingual identity and positive attitudes towards self and
others.
2. A fair chance of attaining academically at school.
3. A fair chance of competence and awareness building as fundamentals for working for a more
equitable world, for oneself and one's own group as well as others, globally and locally.
Native children’s education has to fulfill further demands as well made on any good education.
First, mainly concentrate on the language of teaching.
How native children are being educated, and with what results in several parts of the
world is given here with examples. Educational models used in the education of native and
minority children mainly using dominant languages as languages of teaching also have negative
consequences for the achievement of the four goals and the right to education. Education has a
range of harmful consequences, violating several aspects of right to education.
Education in state schools, without binding educational linguistic human rights, specially
mother tongue-medium (MTM) right with dominant language teaching as a second language,
taught by experienced bilingual teachers, most minorities and native peoples have to accept
subtractive education through the medium of teaching of a dominant or majority language
(Magga et al n.d).
The indispensability and importance of mother tongue in early childhood education
encouraged a number of conventions, resolutions, national and international legislations,
 25

pointing at promotion of education in mother tongue as one practical step to protect and uphold
the linguistic rights of children. These include Dakar Framework for Action (2000), World
Declaration on Education For All (1990), the Resolution on the Child’s Rights accepted in
Resolution 44/25 by the United Nations General Assembly on 20 November 1989, the
Declaration of Human Linguistic Rights of Children” introduced by Tove Skutnabb-Kangas in
2009 a socio-linguist from Finland as part of the current “linguistic human rights” campaign
directed at the UN and UNESCO.
The right of learning in a language that the children understand is not only a basic human
right but also a necessary component of equality in education. According to opinion of
researchers it is a positive suppression of human talent to control and dictate the language of
access to knowledge. There is a popular perspective advocating mother tongue use as media of
instruction in early education and to encourage linguistic diversity in schools, by arguing that
mother tongues besides being speech varieties are also languages providing emotional and social
identity to individuals, expressing their essence of cultures, and giving them a sense of rooted-
ness. Schooling in the children’s mother tongue reflects respect for them and their cultural
appreciation, hence mother tongue exclusion from the schools is looked as ‘harmful to children’s
self-esteem’, as children thereby are “reduced to minorities in their own homes”. It is imposing
limits on freedom curbing creativity and innovativeness, depriving society and individual of free
choices, and restricting participation or potential participation in multiple spheres of human
interaction (Vulli 2014).

1.2. Problem Statement

The medium of instruction is a debatable problem at all levels, especially in the cultures
in which several systems of education are followed. The medium of instruction has a very vital
role in transforming education and creating it difficult or easy for a student and has a direct effect
on the academic performance of the students. According to research conducted by Walter and
Dekker (2011) in second language instruction models in developing countries such as Africa, he
states that normally students require 4-5 years to learn to read and even after 6 years he found out
that learners read with low levels of comprehension.
 26

1.3 Research Questions

Q1. What are the perceptions of teachers about the medium of instruction for teaching and
learning of basic sciences?

Q2. What are the consequences of using English Language in the textbooks of basic Sciences?

Q3. What are the expected linguistic demands of Primary Schools teachers in the textbooks of
Basic Sciences to be taught in future?

1.4. Research Objectives

1. To investigate perceptions of teachers about the suitable medium of instruction for teaching
and learning of basic sciences.
2. To point out the consequences of using English Language in the textbooks of basic
sciences.
3. To investigate the anticipated linguistic demands of Primary Schools teachers in the textbooks
of Basic Sciences to be taught in future.
4. To compare the academic results of Basic Sciences of female and male students of
Government Primary schools in District Charsadda.

1.5. Hypotheses
H1. Mother tongue will be a suitable medium of instruction for teaching and learning of basic
sciences at Primary School Level.

H2. English as a language used in the textbooks of basic sciences at Primary School Level will
have a negative effect on the student’s academic achievement/result.

H3. There is significant relationship of effective teaching and learning of academic and using
English as a medium of instruction for basic sciences at Primary School Level.

H4. There will be not much difference in the academic results of female and male students at
Primary school level in the subjects of Basic Sciences.
 27

H5. Most of the teachers will give preference to Mother Tongue Policy in Teaching and
Learning of Basic Sciences at Primary School Level.

1.6. Significance of Research

The present research will explore the impact of English Language on the academic
achievements of students at primary School Level in the subjects of Basic sciences. The present
study will have important implications in the educational discipline, by evaluating the effects of
medium of instruction, the researcher can formulate suggestions to remove the problem
regarding medium of instruction in order to enhance the academic achievement of the students. It
is also important to bring in front foot the perceptions of the stakeholders towards use of English
Language as a medium of instruction. Moreover, there is need to find not only the prevalence of
use of the English as a language of instruction but whether use of the English Language has an
influence on the performance of the student in District Charsadda Khyber Pakhtunkhwa.
 28

Chapter Two (Literature Review)

The English Medium Instruction (EMI) policy in the Khyber Pakhtunkhwa (KP)
education system is fairly new, the law establishing the policy was passed and implement in the
education system began for the academic year April, 2104 (Pakistan Tehreek-i-Insaf-led
provincial government KP). The change of medium has been commenced at two stages -- first
from grade.4 to grade.5 and second from grade.1 to grade.3. The previous government of Awami
National Party had already taken the initiative of changing the medium from grade.4 under the
National Textbook and Learning Material Policy from the academic year 2013. And from
grade.1 to grade.3 was changed for the academic year April, 2104 by Pakistan Tehreek-i-Insaf-
led provincial government Khyber Pakhtunkhwa.

As the policy is so new, no or a very little research has so far been done on it. There is
not sufficient information available on this topic. However the researcher will collect
information from already work done in other neighbor countries where the medium of instruction
is other than Mother tongue i.e. English Language or French etc.

The mother tongue is usually considered as a language that is naturally learned by

members of the community and is employed by them as the first medium of vocalized
communication It could also be assumed as the language of a native community or of a group of
people with common ancestry. The use of mother tongue as a medium of instruction at a
foundation level or lower level of education may be helpful to the students, since students at that
age easily associate with a familiar language and mother tongue is their tool of thought. (Iyamu
and Ogiegbaen 2007).

Barkhuizen studies high school students’ observations of the status and role of Xhosa (an
indigenous African language) and English in the educational context. He investigate 2825
students in 26 high schools throughout the Western & Eastern Cape Provinces. These Xhosa
high school students were being instructed in their mother tongue and also learning English as a
second language. It was concluded that students had a preference for English as a second
language (Barkhuizen 2002).
 29

According to research conducted by Walter and Dekker in second language instruction

models in developing countries such as Africa, he states that normally students require 4-5 years
to learn to read and even after 6 years he found out that learners read with low levels of
comprehension. Data obtained from three different countries such as Eritrea, Cameroon and the
Philippines clearly show that good to average students read fluently and with good
comprehension capacity by the end of Grade 2 and even below average students start reading
well by the end of Grade 3 when they are taught to read in their mother tongue (Walter and
Dekker 2011).

On a recent evaluation of a mother tongue education program by Cameroon, Chuo, and

Walter show that children who were taught in their mother tongue, Kom, performed significantly
better in multiple subjects (including mathematics and English) as compared with a group of
peers who attended schools where English was the medium of instruction (Cameroon, Chuo and
Walter 2011).

In Vietnam, 68% of grade one students who attended a mother tongue program achieved
the level of excellent as compared to only 28% of students not learning in their mother tongue
(UNICEF, 2011).

Teachers & parents viewpoints of the mother tongue medium of instruction policy in
Nigerian primary schools. Questionnaires were administered to samples of 1000 primary school
teachers and 1500 parents of primary school children. They conclude that many shortages of
Nigeria’s schools stem from their religious and colonial past which appears to have put a lot of
premium on the language of the colonizers to the damage African languages. There is also
considerable opposition to the use of mother tongues as the medium of instruction (Iyamu and
Ogiegbaen 2007).
Based on his research and data analysis from 22 developing countries and 160 language
groups,
Children who had access to instruction in their mother tongue were significantly more
likely to be enrolled and attending school, while a lack of MTBE was a significant reason for
children dropping out (Smits 2008).
 30

Students using their first language as the medium of instruction in classrooms were five
times less likely to repeat the year and more than three times less likely to drop out (In Mali,
Bender and Dutcher (2005).

2.1. Spolsky's Language Policy Components

The three parts of language policy merit nearer attention. Beliefs typically said as
ideology, make a case for the values command by members of a community toward language
and language use. Spolsky (2004) represented it as what individuals assume ought to be done
(p.14). Whereas several beliefs could also be gift among a community, there's normally one
dominant ideology that favors a selected language approach.

Practices, on the opposite hand, consult with the language picks that individuals really
create. This often represented in terms of the sound, word, and grammatical selections created
among a community, additionally because the social rules regarding once and wherever
completely different kinds of language ought to be used. These practices are formed by the
complicated ecology of language, or in alternative words the interactions between language and
therefore the social atmosphere (Haugen 1972; Spolsky 2004). They’ll embrace choices created
by people to use a selected language in one setting however not another.
Finally, management is outlined as any efforts created to influence language practices.
Typically said as language designing, this element emphasizes the direct intervention aimed
toward shaping the means during which a policy is enacted. whereas Spolsky (2004) got wind
that language managers will embrace a person or entity that tries to have an effect on the
language selections of people, management is most typically related to people or documents
possessing legal authority. Associate in nursing example may embrace written legislation in
support of a selected language policy.

The philosophical and implementation areas (Hornberger, 2002) for MTB-MLE seem to
be gap at the national level within the Philippines through the support of DipEd and Congress.
However, less attention has been given to the views of these at the community level wherever
implementation can really occur. Academics and fogeys are two key neutral teams that are
usually forgotten within the policy method despite the actual fact that they hold a lot of power
for closing a reform (Fullan, 2003; Shohamy, 2006).
 31

Examination of the philosophical and implementation areas at the bottom level should be
thought-about additionally to those at the national level. These views regarding MTB-MLE are
necessary for undefeated implementation of the reform. Several authors have mentioned
language ideology as a vital element of language policy. The ideology and operation areas for
MTB-MLE seem to be gap at the national level within the Philippines through the support of
DipEd and Congress. However, less attention has been given to the viewpoints of these at the
community level wherever implementation can really occur (Hornberger, 2002).

Academics and fogeys square measure two key neutral teams that square measure usually
forgotten within the policy method despite the very fact that they hold a lot of power for
finishing up a reform (Fullan, 2003; Shohamy, 2006).

2.2. Language Beliefs and Ideology

Several authors have mentioned language ideology as a vital part of language policy
(Schieffelin, Woolard & Kroskrity, 1998; Spolsky, 2004, Spolsky & Shohamy, 2000).

UN agency delineated it as sets of beliefs concerning language articulated by users as a

rationalization or justification of perceived language structure and use‖ (p. 193). This definition
emphasizes ideology because the shared beliefs of cluster members concerning language and its
role in society.

Ideologies measure suffering from a group‘s accord concerning which [language]

selection is suitable that speaker to use once addressing which listeners that purposes (Spolsky
and Shohamy 2000).

As these definitions imply language ideologies measure extremely contextualized and

dependent upon several factors. They’re shaped through historical and socio-cultural
circumstances and influenced by the expertise of a selected social position‖ (Woolard &
Schieffelin, 1994, p. 58).

Individual beliefs at the micro level square measure influenced by the macro-level socio-
cultural context and the other way around. This complicated interaction yields cluster ideologies
that favor or don't favor specific aspects of language. Despite their quality, language ideologies
will generally be categorized in one in all two ways in which one belief favors the employment
of a dominant language, whereas the opposite supports maintenance of minority languages.
 32

They’re unremarkably stated as linguistic unification and linguistic philosophy (Pennycook

2010)

Linguistic unification was a widespread perspective command by linguists within the

Nineteen Sixties throughout a time within which modernization was valued as a world
development approach. it had been believed that a country‘s economic potential would be best
maximized if its voters were united by a standard language, usually English (Ricento, 2000).

Crucial students, like have powerfully declared that the exclusive use of English is associate
degree imperialist force that kills different languages and homogenizes the globe. Despite shifts
within the field of language policy faraway from linguistic unification, this ideology remains
prevailing through a lot of the globe (Phillipson (1992 and Skutnabb-Kangas 2000).

Individuals or teams with an ideology supporting linguistic philosophy advocate for a

multilingual approach and preservation of languages. This can be often mentioned at intervals a
linguistic human rights perspective, that argues that minority language speakers ought to have
identical rights and support provided to speakers of majority languages (Skutnabb-Kangas, 2000;
Skutnabb-Kangas & Phillipson, 1994).

This can be not solely attributable to the academic edges related to multilingualism,
however conjointly as a result of it supports maintenance of cultural identity. Some students have
critiqued this approach from a postmodern lens by questioning whether or not linguistic
philosophy will be sustained at intervals the context of globalization and suggesting that the link
between language and identity is decreasing (May 2004). As results of the antecedently
mentioned conflicts, ideologies among non-dominant language speakers usually favor dominant
languages in education (Rassool, 1998)

Self-distrust to adopt maternal language policies can be owing to many years of colonial
thinking that devalues native languages. Early within the 20th century, once the Philippines was
settled by the U. S., the push for English in education crystal rectifier to tensions at intervals and
between communities (Benson 2004b).

English-only campaigns crystal rectifier to feelings of insecurity for language minority

speakers since English became related to elite and educated populations Brigham and Castillo
1999).
 33

These notions of English have lasted into the twenty first century wherever language
minority speakers still feel inferior and push for English in school room instruction. They believe
that English proficiency will open doors of chance for youngsters as they move through life,
which the poor ought to have access to the language that has for these opportunities‖ (Sibayan,
1999, p. 291).

In Kenya, community members square measure convinced of the importance of English

in education is obvious to most uneducated adults that mastery of the national or official
language could be a trigonometric function qua non for academic and economic chance. They
then assume that the simplest thanks to develop such mastery is to be schooled via this language
at college (p. 382) (Schroeder 2004).

Teacher and parent ideologies concerning learning and policy square measure embedded
within the social and political structures of institutions. Social attitudes change resistance to
bilingual education can continue notwithstanding official national policy or analysis
demonstrating its effectiveness in educating language minority and majority children (p. 416-
417) (Ricento and Hornberger 1996).

Teacher and parent perceptions of maternal language instruction in African nation, they
complete that teacher and parent resistance could be a major constraint to implementation. They
advocated for efforts to make up one's mind them to the policy and its potential outcomes.
(Iyamu and Ogiegbaen‘s (2007).

Implementation be gradual and voluntary community by community‖ (p. 59) so as to

create support from very cheap up. While not the support of lecturers and oldsters, governmental
makes an attempt to vary language policies stand very little probability of being successful.
(Mozambique, Benson (2004a).

Despite these sturdy ideologies pro English, some studies have known price for maternal
language instruction among lecturers and oldsters, notably within the early years of learning.
This can be part proven in cases wherever lecturers are found to codeswitch between a world
language and also the maternal language so as to facilitate understanding (Ambatchew, 2010).

Some studies in communities wherever native stakeholders were concerned within the
school‘s maternal language program conjointly pointed to recognition that learning was a lot of
 34

simply expedited within the learner‘s natural language (Chimbutane, 2011; Chimbutane &
Benson, 2012; Trudell, 2006).

MTB-MLE skilled development opportunities will improve teacher’s attitudes toward the
maternal language. In line with these studies, it's going to be complete that language policy is
best conducted in things wherever community stakeholder’s square measure concerned within
the method (Stone 2012)

The conflicted findings concerning stakeholder’s language ideologies recommend a

struggle between inherent beliefs concerning the worth of maternal language for communication
and also the power related to languages like English. The Philippines presents a singular case for
analyzing this tension between language ideologies of native neutral teams at intervals a national
policy context. There’s a requirement to look at whether or not lecturers and oldsters consider
these policies, or a lot of loosely with the ideologies within which they represent. Lecturers ‘and
folks beliefs concerning the outcomes of maternal language education could form the policy
implementation method.

2.3. Language management

Language policy is usually enforced from a top-down approach within which a national
body makes selections to be enforced at a neighborhood level. These top-down approaches
square measure generally prescriptive and generalized across multiple contexts. As Kaplan and
Baldauf (1997) explicit, top-down policies ―come from folks of power and authority to create
selections for an explicit cluster, while not consulting the end-users of the language‖ (p. 196).
They’re appealing attributable to their ability to succeed in out loosely through legislation or
government orders, furthermore because the political strength related to their messages (Matland,
1995; Ricento & Hornbeger, 1996). Spolsky‘s (2004) notion of ―language management‖ aligns
with a top-down policy approach. He outlined it in his book Language Management (2011) as
―the specific and discernible effort by somebody or some cluster that has or claims authority
over the participants within the domain to change their practices or beliefs‖ (p. 4). Given the
character of the definition, language policy selections tend to be created for all by just few.
Even though language policies square measure usually created in positions of authority, the
choice to adopt them is also in response to pressure from support teams, nongovernmental
organizations, or different funding agencies. Globally and regionally, there's inflated interest
 35

within the use of the maternal language as a language of instruction in education. World
organizations like United Nations agency, intergovernmental agencies like SEAMEO, and
numerous donor agencies advocate for this policy shift. Additionally, organizations like SIL
International and Save the children’s have actively promoted MTB-MLE through their add the
Philippines, furthermore as in several countries round the world.
In several instances MTB-MLE reforms begin as tiny pilot comes through the support of
an international organization. The intent is to create political and national support for the
program‘s enlargement by sharing the success stories of the pilot programs. This was the case
within the Philippines with the Lubuagan MTB-MLE program delineated earlier, however has
occurred in many different communities round the world.

Experimental programs square are useful for understanding on a small-scale however a

multilingual approach will be enforced at intervals a neighborhood context and considering the
supply of resources and technical support (Benson, 2004).

However, scholars acknowledge that moving from experimental pilot phases to a lot of
widespread implementation is one in all the foremost troublesome aspects of language coming
up with and policy (Benson, 2004a; Dutcher, 2001). Programs could realize success at
community levels; however their national implementation is detracted by larger general
problems. Political, economic, and social problems usually collide at the national policymaking
level around language of instruction in colleges. for instance, in Bolivia the academic Reform
Law of 1994 entailed the introduction of all native languages into primary bilingual schooling.
This reform was legislated and enforced in a very top-down manner however was met with a lot
of resistance from communities and different stakeholders (Benson, 2004a). Similar resistance
has been noted in African nation (Bloch, Guzula, & Nkence, 2010) and Federal Democratic
Republic of Ethiopia (Ambatchew, 2010).

Even once policy is created implementation isn't guaranteed (p. 59) (Benson (2004).
MTB-MLE has seldom been opposed on pedagogic ground however structural challenges
will impede correct implementation of a program. Success with MTB-MLE, admitted that it's
ultimately ineffective once there's an absence of materials, poor teacher coaching, and inadequate
language development (Dutcher 2003).
 36

Unless chic surroundings of books, posters, TV and radio programs is formed within the
medium or media of instruction, the scholars measure doomed to failure‖ (p. 208) (Ambatchew
2010).

Whereas materials development has been supported by several non-profit or non-

governmental organizations, the capability is restricted to solely bound communities. Even still,
these organizations have provided stronger material support for maternal language initiatives
than the national government in several circumstances (Bloch, Guzula, and Nkence, 2010).

In order to accommodate for restricted resources, top-down reforms usually suppose a

coaching technique referred to as cascade coaching. This approach begins with a cluster of lead
trainers UN agency train another group of trainers, UN agency could then train a gaggle of
lecturers in their own regions or districts. This can be touted as a cheap suggests that for
coaching an oversized variety of lecturers in a very short quantity of your time (Gilpin, 1997;
Wedell, 2005).

However, there's usually a dilution of data wherever less and fewer is known the any one
goes down the cascade. This reduces the result to a trickle by the time the knowledge reaches the
schoolroom teacher, on whom the success of the amendment depends (Hayes, 2000).
Additionally to the dissemination of data concerning the reform, it's vital to think about the result
of cascade coaching on beliefs and practices associated with language. The literature doesn't
address however such coaching approaches contribute to those 2 necessary elements of language
policy.The challenge of addressing stakeholder’s beliefs and practices is additionally noted
within the irony of policy (Hoyle and Wallace (2007).

It’s once policy ―is undermined by associate degree overestimation of the probabilities
of amendment stemming from an absence of appreciation of the endemic characteristics of
colleges and schooling, lecturers and teaching‖ (p. 15). In different words national policy that
doesn't contemplate native contexts risks accidental consequences (Ricento 2006).

In line with this thinking; several authors have noted the importance of contextualizing
the language discussion at intervals native circumstances (Kaplan, 1990; Martin-Jones & Saxena,
1995; Ricento & Hornberger, 1996).
 37

As noted, language is deeply embedded within the cultural context of every community
creating top-down implementation of the policy troublesome (Benson 2004)

Others have claimed that reforms lacking community thought is also met with resistance
as a result of the shift in language is forced upon them while not their understanding or
involvement (Dekker & Young, 2005; Ricento & Hornberger, 1996).

It’s conjointly revealing that the maternal language pilot programs experiencing success
unremarkably suppose community participation for instituting the reform (Dekker, 2003;
dramatist & Young, 2005; Dutcher 2001; Trudell 2006).

While the controversy seems to be between top-down and bottom-up policy approaches,
the fact is probably going in a very homogenized approach that has involvement from each the
national and native levels. The global organization Development Program (1997) observed that
the require people‘s mobilization should not be a justification for the state to renounce its
responsibilities which financial condition destruction requires not a withdrawing, weak state
however a lively sturdy one (p. 101).

The national level plays a very important role in providing political momentum behind
the policy furthermore as money resources. Communities square measure vital for
contextualizing the policy and providing native support (Alexander, 1989; Benson, 2004a;
Chimbutane & Benson, 2012; dramatist & Young, 2005).

The key to sure-fire structure amendment is to seek out the best mix of individual and
structure processes that may contribute to success at intervals the socio-political context (Guskey
& Huberman, 1995).

No matter what the goal, language/literacy development yield best if goals square
measure pursued on many dimensions right away (Hornberger 1994).

2.4. Language Practices

Language practices embody the choices created by a group of individuals concerning

however, when, and wherever to use language. In different words, they're what folks truly do
with language. Ancient views of policy implementation purpose to those in power as distributive
directives that square measure unassumingly place into observe. whereas policy statements
square measure “capable of hegemonically setting discursive boundaries on what's educationally
 38

traditional or feasible” (Johnson & freewoman, 2010, p 14), native stakeholders conjointly hold
vast power of native stakeholders within the policy method (Spolsky 2004).

The term appropriation to appear on the far side specific policy statements to the
particular practices that square measure tailored and contextualized in several environments.
Many authors have steered that these practices, or appropriations, square measure the “real‖”
policy (Sutton & Levinson, 2001; Shohamy, 2006; Spolsky, 2011). They have argued that actual
policy, whether or not occurring in lecture rooms or homes, is of a lot of interest than specific
statements of the facto policy whether happening in classrooms or homes, is of more interest
than explicit statements of the jure policy because it represents what is really happening on the
ground (Sutton and Levinson 2001).

According to Hoyle and Wallace‘s (2007) discussion on the irony of policy, they
projected a reciprocal thought of ―irony of practice‖ and argued that in order to fulfill the
perceived desires of their pupils, head teachers and lecturers have had to adapt national policies
whereas, at identical time, showing to implement these policies with fidelity‖(p. 17). During this
approach, the first intentions of the top-down policy statement don't seem to be dead, despite the
fact that they'll seem to get on the surface. The authors steered a distinction between 2 parts of
the ironies of practice: adaptation and illustration. The previous points to the ways in which the
teachers worked round the mandated expectations so as to fulfill the perceived desires of their
students. The latter implies the ways in which lecturers represent their work to seem in
compliance with the necessities of the policy. As noted higher than, this points to a DE jure
policy that holds true only associate degreed operates on an obvious level, whereas the actual
policy contains covert aspects that surface in resistance to the official policies (McCarty, 2011;
Schiffman, 2006; Shohamy, 2006).
As explicit higher than, native stakeholders square measure sometimes liable for the
implementation, or appropriation, of national policy directives. Teachers and parents are two
stakeholder groups of particular interest to this study because of their immediate relationship
with the children affected by the policy. Each teams play a job in language policy, however this
role is often mentioned in several domains. Literature discusses the responsibility lecturers hold
for implementation at the schoolroom level (Mohanty, Panda, & Pal, 2010; Ricento &
Hornberger, 2006; Shohamy, 2006),
 39

A unique set of literature on family language policy focuses on the operate of fogeys
within the home (Caldas, 2013; King, Fogle, & Logan-Terry, 2008).

Despite the stress of holistic community involvement in MTB-MLE, little scholarship

addresses the cross-over of language policy practices between lecturers and oldsters. In fact,
most literature on language-in-education policy focuses on the role of lecturers instead of that of
fogeys.
General literature on academic amendment points to lecturers because the gatekeepers of
reform attributable to their important role in implementing policies (Fullan, 2003)

Literature specific to language policy calls Teachers central agents of implementation‖

(Silver & Skuja-Steele, 2005).

This can be as a result of teachers reside at the schoolroom level wherever

implementation happens, and that they have management over if and the way well changes
occur. Whereas academic reform initiatives hold a lot of potential for effecting positive
amendment, they'll fail if they are doing not gain the required commitment from people who
directly move with and influence youngsters, or the street level bureaucrats‖ (Lipsky, 1980).
Many studies have steered variables that may influence teachers disposition to support a reform,
like changes in operating conditions (Chapman, 2009) teaching employment (Mulkeen,
Chapman, & DeJaeghere, 2005), and continuing support and coaching (Fullan, 2003; Chapman
& Miric, 2005). These factors could become apparent amidst changes in language policy.
Therefore, attention to the role of lecturers is secure within the interior of an oversized academic
reform.

While teachers might seem to act as soldiers of the system by implementing national
policies hook line and sinker their quality and relevancy, studies have steered that their actions
within the schoolroom square measure contextualized and tailored in step with their own
language ideologies (Johnson & freewoman, 2010; kris, 2010; Menken, 2008; Skilton-Sylvester,
2002).
Drawing on her previous work (Leung & kris, 2008), kris (2010) wrote: Individually and
conjointly teachers in their school communities can operate policy in step with their native
contexts, experiences and values, even wherever there's a robust component of statutory
compliance. They’ll move with policy not in a very matched reading of what's needed, however
 40

in associate degree interactive frame that involves their own interpretation at intervals their own
localized communities. (p.34) Therefore, it cannot be assumed that practices across contexts
square measure uniform just because of one policy statement.
Teachers rooms as locations of power imbalance, wherever a struggle exists concerning
whose data, experiences, and ways in which of victimization language matter (Auerbach 2000)

In terms of parents practices a comparatively new field addresses family language policy
and highlights the role of fogeys in decisive language practices within the home. This body of
literature has addressed the obvious and specific acts by members of the family within the home
to manage language practices (Caldas, 2013; King, Fogle, & Terry, 2008).

Associate degree example of this can be the acutely aware call of fogeys to boost their
youngsters to be bilingual. However, there's a spot within the literature in terms of considering
the role of parents ‘language practices on the far side the house into the college domain. parents‘
actions in Federal Democratic Republic of Ethiopia to make sure their youngsters square
measure educated in English instead of the maternal language. This includes hiring English
tutors, gaining special permission to attend international colleges, and moving to new
communities. Every of those efforts need vast money resources, that don't seem to be on the
market to several families. Different less monetary focused ways don't seem to be well-depicted
within the literature. (Ambatchew‘s 2010)

English teaching in Sri Lanka steered that native stakeholders find ways in which to
barter, alter and oppose political structures, and reconstruct their languages, cultures and
identities to their advantage‖ (p.2). This highlights the bottom-up power of native stakeholders to
applicable policy in step with their own wishes. He contrasted this resistance theory‖ therewith of
reproduction theories that assume that dominant ideologies concerning language will be passed
on to subordinate teams through assertions of top-down power. Whereas copy theories account
for native practices to some extent, tension clearly exists between the structure of policy
statements and also the agency of these at the native level (Johnson & freewoman, 2010).

The alternatives on the market to people, however agency permits people to act against,
or within, these structures‖ (p. 71). A growing quantity of literature seems to be specializing in
the appropriation of language policy at the native level, as ascertained through practices of
 41

lecturers and oldsters. It’s what Elmore (1983) refers to as ―the power of very cheap over the
highest (Backman 2009)

Among many other advantages, a mother tongue plays a significant role in the
psychosocial development of an individual. The mother tongue also affords a more worthwhile
learning environment, as school learning and experience become a continuation of home
experience, a condition that guarantees cognitive equilibrium (Abiri, 2003).

UNESCO has encouraged mother tongue instruction in primary education since 1953
(UNESCO, 1953) and UNESCO highlights the advantages of mother tongue education right
from the start: children are more likely to enroll and succeed in school (Kosonen, 2005)

Parents are more likely to communicate with teachers and participate in their children’s
learning (Benson, 2002)

Girls and rural children with less exposure to a dominant language stay in school longer
and repeat grades less often (Hovens, 2002; UNESCO Bangkok, 2005)

Children in multilingual education tend to develop better thinking skills compared to their
monolingual peers (e.g., Bialystok, 2001; Cummins, 2000; King & Mackey, 2007).

Some educators argue that only those countries where the student’s first language is the
language of instruction are likely to achieve the goals of Education for All. Research also
suggests that engaging marginalized children in school through mother-tongue based,
multilingual education (MTB-MLE) is a successful model (Benson & Kosonen, 2013;
Yiakoumetti, 2012).

A child-centered pedagogy refers to a model of education that includes active

participation and interaction of learners, learning through cooperation and open-ended
instruction (UNESCO, 2004).
It is considered as an effective method for learning to "read mathematics, grammar,
mother tongue, sciences, history and to some extent foreign languages" (UNESCO, 2004: 153).
Mother tongue education is a learner-oriented model where students actively drive their
quest for new knowledge such that their reasoning, understanding, analyzing and evaluating
skills are reinforced instead of adopting traditional classroom techniques such as rote learning,
memorization and repetition (Kosonen, Malone and Young, 2007).
 42

Considering the Mauritian case, a former Prevokbek teacher talked about the progress
made by her students in class because they no longer feel strangers in schools but as an
integrated part of it where teaching methods are adapted to them and to their culture (Desveaux,
2007).
A mother tongue instruction also allows teachers and students to interact naturally, to
share their findings together. All the same, assessment plays an important role in the academic
lives of students. It not only measures their performance but most importantly it considers all
intellectual tasks and educational achievements of learners (Swaffield, 2008).
Hence, when it comes to assess the learning of students in a mother tongue model, it can
effectively take place. Since learners can express themselves, teachers are in a better position to
evaluate what they have already assimilated, what needs to be taught and provide further support
to those who lack behind (Benson, 2004).
Teaching in mother tongue is highly important at the beginning of education, for the
growth of a strong educational foundation, as well as to build up the learners’ cognitive
development. There is a big break between the school and the home of the student if the mother
tongue is not used as a medium of instruction (Kadel 2010).

Studies showed that children learn best in their mother tongue as a basis for and bilingual
and multilingual education. Children’s ability to learn a second or additional language does not
affected when their mother tongue is the primary language of teaching during primary school.
Research has confirmed that six to eight years of education in a language are necessary to
improve the level of literacy and verbal ability required for academic achievement in secondary
school. Literacy and Fluency in the mother tongue lay a linguistic and cognitive foundation for
learning additional languages. When children receive formal teaching in their first language
throughout primary school and then slowly change to academic learning in the second language,
they learn the second language rapidly. If they continue to have chances to develop their first
language skills in secondary school, they arise as fully bilingual (or multilingual) learners. If,
however, children are forced to shift shortly or change too soon from learning in their mother
tongue to schooling in a second language, their first language achievement may be weakened or
even lost. Even more importantly, their self-confidence as learners and their interest in what they
are learning may failure, leading to deficiency of motivation, school failure, and early school
leaving (Ball 2010).
 43

A number of other writers have supported the use of the mother tongue as a medium of
instruction and as a pre-requisite for effective learning of a second language. In the Report on
African languages and English in Education, it is said that:
“It is quicker and more efficient for the illiterate, first to acquire literacy in the mother tongue
and then to proceed to English literacy in the mother tongue should normally be a condition of
being taught Englis” (Fakeye 2011).

Rreferring some studies the benefits of Mother Tongue Based (MTB) education that
those children understanding the instruction language are more likely to enter the school at
appropriate age, suitable times and attend school regularly, less results to drop out as compared
to those who receive teaching in a foreign language. Experiments showed that a lack of
education in a mother tongue was a motive for children dropping out, while children having
access to teaching in their mother tongue were more likely to be registered and attending school.
Classrooms using mother tongue of students as learning language were more than three times
less likely to drop out and five times less likely to repeat the year. Therefore if students can
understand and learn effectively in the mother tongue in the classroom then, chances of keeping
them in school, are significantly enhanced. Pflepsen (2011) reported (referring Ball, 2010) that a
recent evaluation of research reports on language and literacy recommends that becoming literate
and fluent in one‘s first language is important for cognitive development, as well as academic
achievement. (Pflepsen 2011).

First or home language is mainly important for the child‘s development of well-being and
a positive self-concept. Students who have the chance to keep their first language can spread
their cognitive growth, while on the other hand learning additional languages as a second
language. Their level of ability in the second language has relationship to the level of capability
they have attained in their first language. Children with a complete knowledge of their first
language will be able to transfer skills from one language to another. The mother tongue unlocks
the door, which include its own grammar, to all grammars, in which it awakens the potential for
worldwide grammar that lies within all of us. It is the valuable advantage that people bring to the
task of language learning. For this reason, the mother tongue is the main key to foreign
languages, the device which gives us the fastest, surest, most exact, and most complete means to
accesses a foreign language (Hassanzadeh et al. 2011)
 44

The mother tongue should be used as a medium of teaching. It is the most suitable means
for effective teaching because it has the learner’s experiences. It is a language that he knows well
expresses himself and can use to form sentences (Phiri 2013).

The indigenous language and its associated culture by the dominant formal schooling
system, results in a absence of linguistic capability in the mother tongue and any subsequent
positive identification with the culture. Institutional and cultural linguicism and discrimination
happens where people in powerless positions are unable to transfer the validity of their mother
tongue to next generation. This task is for teachers and policy-makers is to shape the
development of national identity in such a way that the rights of all peoples are appreciated, and
the economic cultural, and linguistic resources of the nation are exploited (Ross 2004).
The world’s fifty percent out-of-school children live in societies where the schooling
language is seldom, if ever, used at home, a condition that underlines a big challenge to
achieving Education for All (EFA). This is a non-productive practice that leads to low levels of
learning and high levels of repetition and results in dropout. In these situations an increase in
resources, though necessary, would not be enough to produce a good-quality primary school
program. First language teaching results in (i) reduced repetition and dropout rates, (ii), socio
cultural benefits (iii) increased access and equity with students, (iv) ) better learning outcomes
and (v) lower overall costs (Bender et al 2005).
An important amount of children in many developing countries, enter school not
speaking in the language of the classroom at home. Several education systems use worldwide
languages or national language in its place of mother-tongue teaching or education is often
carried out in an international language, such as English or the old foreign languages. This is
founded on the trust that certain internationally ‘important’ languages give children a good
advantage in later life. In other countries, education is taught in the leading language of a main
linguistic group, sometimes at the expense of more relegated cultural or linguistic groups. In far
too many countries, the educational basics – textbooks, learning resources and the teacher’s
language of teaching are mostly or completely accessible only in non-mother-tongue languages.
Sometimes, in multilingual countries with several indigenous languages, teachers themselves do
not speak the local language which children learn at home, and speak the main language. In other
cases, the teachers themselves may not be fully capable in the language of teaching. Mackenzie
& Walker (n.d.) are of the view that a curriculum, fixed in the child’s known language, culture
 45

and environment, with suitable and locally-developed reading and curriculum materials, is the
key for primary learning success (Mackenzie & Walker (n.d.)).
In Pakistan it was widely believed that there are major prejudices in the education system
in Pakistan. There is a “cultural capital” divide in Pakistan between home and school. Those
whose cultural capital matches that of school flourish (Coleman and Capstick 2012).
Mother tongue is the first language a child speaks; the language he/she used at home; the
language learnt from the family members; the language most knowledgeable in; the language
used in the public or the ‘preferred’ language. It formulates a person’s identity. Mother tongue is
the most suitable means for effective teaching because it has the learner’s skills. Those students
understanding the teaching language, are more likely to enter the school at proper age, suitable
times and attend school habitually, low drop out as linked to those who receive teaching in a
foreign language. Experiments showed that a lack of education in a first language was a motive
for children dropping out, while children having access to instruction in their mother tongue
were more likely to be enrolled and attending school. So it is directed that the mother tongue
should be used as a medium of teaching, for educational successes and growth as well as for
national progress and reconstruction (Muhammad Tariq Khan2014)
The English Medium English Medium instruction (EMI) policy was a rational choice for
Khyber Pakhtunkhwa government officials. It gave them a means to equip the students with the
skills necessary to compete internationally and, in so doing, improve their future socio-economic
status. But whether the students acquiring education in such an environment are able to seek the
ideas delivering to them, the basic knowledge about a new concept, mastering over the subject
matter, easy to incorporate their ideas into words and can explain it? This all we can say is the
effective learning in any subject. Answering this question is the core goal of this study.

Chapter Three (Research Methodology)

3.1 Overview
 46

This chapter presents the methodology which was employed when carrying out this study. It
deliberates the research design and Method, Research Type, Techniques, Data collection
methods, Population and Sampling Procedure and Variables that were adopted throughout the
study.

3.2 Research Design and Method

It was a descriptive research which was designated the broad field of the study depending
upon the availability of information and literature.

The study adopted a descriptive research design that recommends a quantitative approach
to research. Self-prepared questionnaires were used for the use of Foreign Language as a
medium of instruction and provision of effective teaching and learning at Primary School Level.

3.3 Research Type

It was a descriptive research which was chosen the comprehensive field of the study
depending upon the availability of information and literature.

3.5 Sources of Data

The selected 200 teachers from Govt primary schools (Boys and Girls) in the sampling
were the main source of data. Closed ended questionnaires were used as a tool for data
collection.

3.4 Sample and Sampling Technique

Through Systematic Random Sampling hundred (100) teachers from Govt Primary
schools for boys and hundred (100) teachers from Govt Girls Primary schools were selected.
Hundred (100) Female teachers and hundred (100) male teachers, nominated from Govt Primary
Schools (Boys and girls) were selected as a sample.

3.4 Research Population

The population selected by the researcher was all Primary Schools of District Charsadda of KP.
 47

3.6 Data Collection Procedure

The basic Data was collected through closed ended questionnaire. In this study the
questionnaire were used and data was collected from the selected schools.

On reaching to the school first of all the researchers meted with the head of the school
and told him/her about the purposes of the arrival then meet with the teachers. After meeting
with the teachers the purposes of the meeting was share with them and told about the motive of
the research questionnaires. Every questionnaire was explained to them and then time was given
to put their opinions in response of every questionnaire. In the end thanks them all and then went
to another venue.

3.7 Data Analysis Technique

The collected data was analyzed by using regression analysis, through SPSS software. In
which the P value, t value and R square value was used for the integration.

3.8 Limitations of Study

 The study was limited to District Charsadda.
 The study was limited to only 100 Govt Primary schools Teachers.
 The study was limited to only 100 Govt Girls Primary schools Teacher.
 Time factor was a limitation.
 Financial strain was a limitation.

3.9 Tabulation and Data Collection

To arrive at meaningful conclusion and purposeful descriptive analysis the data was
arranged tabulated in the form of table, bar and percentage.

3.10 Organization of thesis

Chapter 1 Introduction

Chapter 2 Literature Review

Chapter 3 Research Methodology

Chapter 4 Data analysis

 48

Chapter 5 Conclusion and Recommendations

3.11 Time table/ Research Plan

Review was done in January 2017, Tool Development was done in February 2017,
Collection of Data was done in March 2017, Analysis of Data was done in April 2017, and 1st
Draft of Report will be done in May 2017.
 49

Chapter Four (Data Analysis)

2.4.1 Overview

This chapter contains the tabulation of data, its analysis and interpretation which is gained
through careful observation and examination of the several responses of the respondents. The
data gained through questionnaire has been tabulated and analyzed in this chapter.

Data Analysis and Discussion

Table 4.1 Teaching in English language is easy for students.

Responses Frequency Percentage

Strongly agree 20 10%
Agree 28 14%
Undecided 0 0%
Strongly disagree 132 66%
disagree 20 10%
Total 200 100%

70% 66%

60%

50%

40%

30%

20% 14%
10% 10%
10%
0%
0%
SA Ag UD DA SD

The above table shows that 76% of the respondents mentioned that teaching in
English language is not easy for students whereas, 24% of the respondents agreed that
teaching in English Language is easy for students.
 50

Table 4.2 Showing that they got Training from Training Colleges.

Responses Frequency Percentage

Strongly agree 08 04%
Agree 32 16%
Undecided 0 0%
Strongly disagree 136 68%
disagree 24 12%
Total 200 100%

80%
68%
70%
60%
50%
40%
30%
20% 16%
12%
10% 4%
0%
0%
SA Ag UD DA SD

The above table shows that 80% of the respondents recommend that they do not
have got training from training colleges whereas, 20% of the respondents recommend
that they have got training from training colleges.
 51

Tables 4.3 Students understand Science subjects easily by the use of English as
medium.

Responses Frequency Percentage

Strongly agree 12 06%
Agree 16 08%
Undecided 0 0%
Strongly disagree 156 78%
disagree 16 08%
Total 200 100%

90%
78%
80%
70%
60%
50%
40%
30%
20%
6% 8% 8%
10%
0%
0%
SA Ag UD DA SD

The above table shows that 86% responds that Students don’t understand Science
subjects easily by the use of English as medium whereas, 14% responds that Students can
understand Science subjects easily by the use of English as medium.
 52

Tables 4.4 Students understand Science subjects easily in Mother tongue.

Responses Frequency Percentage

Strongly agree 56 28%
Agree 104 52%
Undecided 0 0%
Strongly disagree 40 20%
disagree 0 0%
Total 200 100%

60%
52%
50%

40%
28%
30%
20%
20%

10%
0% 0%
0%
SA Ag UD DA SD

The above table shows that 80% responds that Students understand Science
subjects easily in Mother tongue whereas, 20% responds that Students don’t understand
Science subjects easily in Mother tongue.
 53

Tables 4.5 Always take help of mother tongue during science subjects teaching.

Responses Frequency Percentage

Strongly agree 40 20%
Agree 148 74%
Undecided 0 0%
Strongly disagree 12 06%
disagree 0 0%
Total 200 100%

80% 74%
70%
60%
50%
40%
30%
20%
20%
10% 6%
0% 0%
0%
SA Ag UD DA SD

The above table shows that 94 of the respondents mentioned that they always take
help of mother tongue during teaching science subjects whereas, 06% of the respondents
mentioned that they don’t take help of mother tongue during science subjects.
 54

Tables 4.6 As a parent prefer education through English language in Govt

schools.
Responses Frequency Percentage
Strongly agree 42 22%
Agree 24 12%
Undecided 0 0%
Strongly disagree 116 56%
disagree 12 06%
Total 200 100%

70%
58%
60%

50%

40%

30%
22%
20%
12%
10% 6%
0%
0%
SA Ag UD DA SD

The above table shows that 64% of the respondents mentioned that as a parent I
don’t prefer education through English language in Govt Schools whereas, 34% of the
respondents mentioned that as a parent they prefer education through English language in
Govt Schools.
 55

Table 4.7 As a parent prefer education through Mother Tongue in Govt

Schools.
Responses Frequency Percentage
Strongly agree 44 22%
Agree 116 58%
Undecided 0 0%
Strongly disagree 40 20%
disagree 0 0%
Total 200 100%

70%
58%
60%

50%

40%

30%
22% 20%
20%

10%
0% 0%
0%
SA Ag UD DA SD

The above table shows that 80% of the respondents mentioned that as a parent
prefer education through Mother Tongue in Govt schools whereas 20% of the
respondents mentioned that as a parent they don’t prefer education through Mother
Tongue in Govt schools.
 56

Table 4.8 Recommend that teaching of basic science subjects should remain
through English language.
Responses Frequency Percentage
Strongly agree 24 12%
Agree 28 14%
Undecided 0 0%
Strongly disagree 116 58%
disagree 32 16%
Total 200 100%

70%
58%
60%

50%

40%

30%

20% 14% 16%

12%
10%
0%
0%
SA Ag UD DA SD

The above table shows that 74% of the respondents recommend that teaching of
basic science subjects shouldn’t remain through English language whereas 26% of the
respondents recommend that teaching of basic science subjects should remain through
English language.
 57

Table 4.9 English language policy should change in Mother Tongue

Education policy.
Responses Frequency Percentage
Strongly agree 48 24%
Agree 84 42%
Undecided 0 0%
Strongly disagree 56 28%
disagree 12 06%
Total 200 100%

45% 42%
40%
35%
30% 28%
24%
25%
20%
15%
10% 6%
5%
0%
0%
SA Ag UD DA SD

The above table shows that 66% of the respondents recommended that English
language policy should change in Mother tongue education policy whereas 34% of the
respondents mentioned that English language policy shouldn’t change in Mother tongue
education policy.
 58

Table 4.10 At Primary Level I am satisfied with English Language instruction

policy
Responses Frequency Percentage
Strongly agree 40 20%
Agree 16 08%
Undecided 0 0%
Strongly disagree 120 60%
disagree 24 12%
Total 200 100%

70%
60%
60%

50%

40%

30%
20%
20%
12%
8%
10%
0%
0%
SA Ag UD DA SD

The above table shows that 72% of the respondents recommended that at Primary
Level they aren’t satisfied with English Language instruction policy whereas 28% of the
respondents declared that At Primary Level they are satisfied with English Language
instruction policy.
 59

Table 4.11 Previous Mother tongue education policy was far better than English
language education policy.
Responses Frequency Percentage

Strongly agree 68 34%

Agree 104 52%

Undecided 0 0%

Strongly disagree 24 12%

disagree 4 2%

Total 200 100%

60%
52%
50%

40% 34%

30% 24%

20%

10%
0% 2%
0%
SA Ag UD DA SD

The above shows that 86% of the respondents mentioned that the previous mother
tongue education policy was far better than English Language Education policy whereas
26% of the respondents mentioned that the previous Mother Tongue Education Policy
was not far better than the English Language Education Policy.
 60

Table 4.12 Got at least one training for teaching science subjects in English
language.
Responses Frequency Percentage
Strongly agree 4 2%
Agree 44 22%
Undecided 0 0%
Strongly disagree 100 50%
disagree 52 26%
Total 200 100%

60%
50%
50%

40%

30% 26%
22%
20%

10%
2% 0%
0%
SA Ag UD DA SD

The above table shows that 72% of the respondents recommended that they don’t
got at least one training for teaching science subjects in English language whereas 24% of
the respondents recommended that they have got at least one training for teaching science
subjects in English Language.
 61

Table 4.13 Students learn deeply every concept through Mother Tongue.

Responses Frequency Percentage

Strongly agree 48 24%
Agree 132 66%
Undecided 0 0%
Strongly disagree 20 10%
disagree 0 0%
Total 200 100%

70% 66%

60%

50%

40%

30% 24%
20%
10%
10%
0% 0%
0%
SA Ag UD DA SD

The above table shows that 90 of the respondents recommended that students
learn deeply every concept through Mother Tongue whereas 10% of the respondents
recommended that students can’t learn deeply every concept through Mother Tongue.
 62

Table 4.14 Slow learners can learn easily through Mother tongue.
Responses Frequency Percentage
Strongly agree 72 36%
Agree 120 60%
Undecided 0 0%
Strongly disagree 08 04%
disagree 0 0%
Total 200 100%

70%
60%
60%

50%

40% 36%

30%

20%

10% 4%
0% 0%
0%
SA Ag UD DA SD

The above table shows that 96% of the respondents recommended that slow
learners can learn easily through Mother tongue whereas 04% of the respondents
recommended that slow learners can’t learn easily through Mother tongue.
 63

Table 4.15 Mother tongue helps in perceptional and conceptual learning.

Responses Frequency Percentage
Strongly agree 56 28%
Agree 112 56
Undecided 0 0%
Strongly disagree 32 16%
disagree 0 0%
Total 200 100%

60% 56%

50%

40%
28%
30%

20% 16%

10%
0% 0%
0%
SA Ag UD DA SD

The above table shows that 84% of the respondents recommended that Mother
tongue helps in perceptional and conceptual learning whereas 16% of the respondents
suggested Mother tongues don’t help in perceptional conceptual learning.
 64

Table 4.16 Mother tongue can produce deep thinking skills in students.
Responses Frequency Percentage
Strongly agree 68 34%
Agree 96 48%
Undecided 0 0%
Strongly disagree 36 18%
disagree 0 0%
Total 200 100%

60%
48%
50%

40% 34%

30%
18%
20%

10%
0% 0%
0%
SA Ag UD DA SD

The above table shows that 82% of the respondents mentioned that Mother tongue
can produce deep thinking skills in students whereas 18% of the respondents suggested
Mother tongue can’t produce deep thinking skills in students.
 65

Table 4.17 English language can preserve the culture and norms of Pakistani
Languages.
Responses Frequency Percentage
Strongly agree 08 04%%
Agree 20 10%
Undecided 0 0%
Strongly disagree 112 56%
disagree 60 30%
Total 200 100%

60% 56%

50%

40%
30%
30%

20%
10%
10% 4%
0%
0%
SA Ag UD DA SD

The above table shows that 86% of the respondents declared that English
language can’t preserve the culture and norms of Pakistani Languages whereas 14% of
the respondents suggested that English language can preserve the culture and norms of
Pakistani Languages.
 66

Chapter Five (Discussion, Conclusions and Recommendations)

5.1 Overview

From the result and conclusion of the questionnaire the following Summary over
finding, Conclusion and Recommendation were drawn. This chapter also includes
verification of Hypothesis.

5.2 Discussion
Item “I always take help of the mother tongue during teaching of basic science
subjects”.
The research find out that most of the 200 teachers mostly use the mother tongue in their
teaching. Interestingly, the research also found out that teachers use the 3 languages
(English, Urdu and mother tongue) in the classroom teaching and learning.
Code switching, the mixing of words, phrases, and sentences from two separate
grammatical systems across sentence boundaries within the same speech event (Bokamba
1989) is a systematic phenomenon in multilingual situations. In this association,
Abdulaziz (1971) reports the mixing of languages happens in many schools in almost all
environments from an early age. He claims that this is maybe needed by the lack of
materials to teach all subjects in the mother tongue and similarly the pupils do not
understand English as used in the school transcripts. This situation was the case in the
schools visited. The learners did not recognize some concepts in English. Thus the
teacher moved to the mother tongue and the learners would say, “alla”, shocked that what
they had found incomprehensible was very easy to understand by communicating in their
mother tongue.
Item “Slow learners can learn easily through the use of mother tongue”.

On whether Slow Learners found it easy to using mother tongue at Primary Grade, most
of the teachers indicated that their learners find it easy. They find the curriculum too hard
to follow hence they perform not good result.
Item “I have got training from teacher training college for teaching science subjects
in the English language”.
 67

It appeared from the data analysis that most of the teachers are not trained on how to
teach the science subjects in the English Language or how to teach using the mother
tongue. The teacher training colleges and the Education Department are silent on this.
Item “Students can understand science subjects more easily by the use of the
English Language”.
Most of the teachers reported that when they used the mother tongue to explain some
concepts, learners understand better than when the same are explained in English.
Item “I as a Parent prefer education through the use of the English language for
Government Primary School Students”.
The teachers reported that as parents they wanted their children taught in English from
Primary Grade 1 since they felt that this would give the students a head start, now that
English is an important language in Pakistan. This situation could be the case due to the
fact that English enjoys more functional privileges than other native languages in
Pakistan. English is thus seen as the key to educational and economic advancement. The
language is accorded very high rank and has overall supremacy in many spheres that are
associated with innovation. The language is thus associated with supremacy and
superiority and is a major asset in social movement.
Item “I as a Parent prefer basic sciences education through the use of the mother
tongue for Government Primary School Students”.
Most of the teachers reported that as parents they wanted their children taught in Mother
tongue from Primary Grade 1 since they felt that most of the students are unable to
understand English language then how can they acquired education in English language.
Understanding of a concept is the main purpose of education while the importance of a
language comes latter.
This conclusion agrees with the agreement among researchers that children learn best in
the mother tongue since it helps to bond home and school experiences. The World Bank
Report (2000), for example, notes that learners are more likely to contribute actively in
the classroom when the language of teaching is the local language.
 68

Item “Through the use of Mother tongue in the textbooks of General Science/General
knowledge & Mathematics helps in perceptual and conceptual learning to students”.
In view of the above profits of mother tongue education teaching, especially in the early
years of learning, should be done in their mother tongue. Teachers observed that lessons in a
second language are mostly teacher-centered specially in primary schools, since learners have
not acquired reasonable proficiency in the target language. Therefore, the use of the mother
tongue or a familiar language enables the use of effective, child-centered teaching practices
which inspires learners to be active and become involved in the subject matter. Alidou and
Brock-Utne (2005) is an example for such an approach.
This finding approves with Lameta-Tufuga (1994) who establish out that if learners are given a
chance to discuss a task of group activity in the first language before they had to carry it out in
writing in the second language, they will do the task well. This is because the learners will be
very actively involved in coming to grips with the ideas and hence making school less traumatic.
Secondly, the first language discussion will enable gaining of second language
vocabulary which would be used in a later task. Therefore, it is imperative that when a teacher
feels that a meaning based second language task might be outside the abilities of the learners, a
small amount of first language debate can help overcome some of the problems. Therefore, from
a pedagogical point of view, school results are reasonably better when children are taught in their
mother tongue.
Item “I recommend that teaching of basic science in schools should remain through the
English language”.
Most of the teachers did recommend the change of language in education policy to have the
language of instruction from Primary Grade 1 being Mother Tongue. The reason behind this is
that the benefits of teaching children in their mother tongue during the early years of learning
compensate the advantages of teaching them using English as the medium of instruction.
However, the teachers are aware of several challenges that need to be answered for mother
tongue education in Khyber Pakhtunkhwa schools to be a reality.

5.3 Conclusions
Many students across the province are learning little in classroom, a reality which will be
linked to teaching that's in a language which students can’t understand, it will follow to limited –
or non-existent – learning and acquisition of knowledge and skills, hostile experiences, and high
 69

drop-out. To improve the quality of education, language policies ought to take benefit of mother-
tongue learning. Models of education that ignore the mother language within the initial years can
be fruitless, ineffective and have a negative impression on children’s learning. Mother-tongue
education in early years can make the teachers to teach and students to learn more effectively.

The study concluded that teachers had positive attitudes towards teaching and learning in
mother tongue. The study recommended that, the primary teacher training colleges in Khyber
Pakhtunkhwa should be empowered to train and in-service teachers’ skills since they are the ones
mandated to produce the bulk of professional teachers for primary schools in Khyber
Pakhtunkhwa. This is because the study revealed that primary school teachers were not trained
the skills of teaching.

Further this study focus on the negative performance of students in the primary schools is
due to that the stuff which they are trying to learn is in English Language and the students are
poor in English language.

According to research conducted by Walter and Dekker in second language instruction

models in developing countries such as Africa, he states that normally students require 4-5 years
to learn to read and even after 6 years he found out that learners read with low levels of
comprehension. Data obtained from three different countries such as Eritrea, Cameroon and the
Philippines clearly show that good to average students read fluently and with good
comprehension capacity by the end of Grade 2 and even below average students start reading
well by the end of Grade 3 when they are taught to read in their mother tongue (Walter and
Dekker 2011).

On a recent evaluation of a mother tongue education program by Cameroon, Chuo, and

Walter show that children who were taught in their mother tongue, Kom, performed significantly
better in multiple subjects (including mathematics and English) as compared with a group of
peers who attended schools where English was the medium of instruction (Cameroon, Chuo and
Walter 2011).

In Vietnam, 68% of grade one students who attended a mother tongue program achieved the
level of excellent as compared to only 28% of students not learning in their mother tongue
(UNICEF, 2011).
 70

Iyamu and Ogiegbaen observed at teachers’ & parents viewpoints of the mother-tongue
medium of instruction policy in Nigerian primary schools. Questionnaires were administered to
samples of 1000 primary school teachers and 1500 parents of primary school children. They
conclude that many shortages of Nigeria’s schools stem from their religious and colonial past
which appears to have put a lot of premium on the language of the colonizers to the damage
African languages. There is also considerable opposition to the use of mother tongues as the
medium of instruction (Iyamu and Ogiegbaen 2007).
Based on his research and data analysis from 22 developing countries and 160 language
groups, Smits (2008) revealed that children who had access to instruction in their mother tongue
were significantly more likely to be enrolled and attending school, while a lack of MTBE was a
significant reason for children dropping out. In Mali, Bender and Dutcher (2005) found out that
students using their first language as the medium of instruction in classrooms were five times
less likely to repeat the year and more than three times less likely to drop out.

5.4 Recommendations
Medium of instruction is a debatable issue in Pakistan. Our institutions are in English
Medium. In Madaris Arabic is a desirable medium of instruction. In the background of Pakistan,
it is very difficult to unite all the institutions at one medium. What should be the medium of
instruction in the institutions of Pakistan Everybody has his own opinion; I just want to forward a
recommended draft over here, which in my view is an appropriate model to be followed for our
institutions.
1. At junior level from grade 1-5 mother tongue should be ideal because it is the level where the
main focus should be on idea clarification. In the early stage of learning a child should
not be spoil in the practices of memorization.
2. Urdu being a National language and with the status of Lingua Franca in Pakistan should be
introduce as Medium of Instruction from 6-12. The terminology of different subjects like
Mathematics, Physics, Biology and Chemistry should be adopted same as they are in
English language. In this way we can introduce the students with the language of Science
and technology.
 71

3. It is very essential to make it clear over here that medium of instruction should be selected
by keeping an eye on these two aspects: Subject to be taught and Grade or class and the
basic mentality level of students which is the ground reality.
4. All type of Educational Institutions, Public and Private, should follow the same policy of
medium of Instruction very strictly.
5. The Government should focused on the ground level of students and the academic ability
level the level of expertise over the language of the students before changing the
Instruction policy of the educational institutes.
6. A national program of mass orientation is needed to inform and update parents and the public
about the wisdom of the Native and National Language as Medium of Instruction policy
from 1-12. Parents need to know what the schools are doing, as principal stakeholders.
7. The government should come up genuinely to face the challenges of implementing the Native
and National Language as Medium of Instruction policy by providing the required
resources for the production of relevant curriculum materials, instructional materials and
facilities, orthography and trained teachers in the desired numbers.
8. Government and Non-Governmental Agencies need to encourage and develop written
literature in different regional, provincial languages and in National Language also by
organizing writers' workshops and seminars and providing grants to local authors.
 72

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Questionnaires

Responses

Disagree

Disagree
Strongly

Strongly
Undecid
S.No Questionnaires

Agree
Agree

ed
1 The previous Mother tongue education policy was far better than
the English language policy at primary school level.
2 I have got training from teacher training college for teaching
science subjects in the English language.
3 Students can understand science subjects more easily by the use
of the English Language.
4 Student can understand the basic science subjects more easily by
the use of the mother tongue.
5 I always take help of the mother tongue during teaching of basic
science subjects.
6 I as a Parent prefer education through the use of the English
language for Government Primary School Students.
7 I as a Parent prefer basic sciences education through the use of
the mother tongue for Government Primary School Students.
8 I recommend that teaching of basic science in schools should
remain through the English language.
9 English Language Education Policy should change into Mother
Tongue education policy.
10 At Primary School Level, I am satisfied with the English
Language instruction policy.
11 The previous Mother tongue education policy was far better than
the English language policy at primary school level.
12 I have got at least one training for teaching basic science in
English medium of instruction.
13 The student can learn deeply every concept through Teaching in
Mother's tongue.
14 Slow learners can learn easily through the use of mother tongue.
15 Through the use of Mother tongue in the textbooks of General
Science/General knowledge & Mathematics helps in perceptual
and conceptual learning to students.
16 Teaching through mother tongue can produce the skill of deep
thinking in students.
17 English language education policy preserves the culture and
norms of Pakistani Languages.