ARTICLE

ENIGMA OF MEDIUM OF INSTRUCTION AND COGNITIVE ACADEMIC PROFICIENCY OF THE LEARNERS

  1. HOME
  2. ARTICLE

54 Pages : 514-520

http://dx.doi.org/10.31703/grr.2019(IV-II).54      10.31703/grr.2019(IV-II).54      Published : Jun 2019

Enigma of Medium of Instruction and Cognitive Academic Proficiency of the Learners

Abstract

    The role of language in education in Pakistan has been a source of contention among educationalists, researchers, and intellectuals. The educational policymakers were unable to decide the proper function of any language in education. As a result, English and Urdu medium of instruction policies in Pakistan have often been tossed out. The current research is the outcome of two sources of inspiration. The first source of inspiration was a federal policy enacted in 2003 regarding the medium of instruction, which mandated that science subjects in government schools be taught in English beginning in grade six. The findings of the study show that the academic capacity of the students is not impeded even if they have local language literacy. The findings reconcile with Cummin's CALP notion, and it is suggested for the policymakers that the native languages of the learners need not be sacrificed for the English language.

    Language, Medium of Instruction, Education, Academic Achievement

    (1) Nazakat
    Lecturer, Department of English, Hazara University Mansehra, KP, Pakistan.
    (2) Muhammad Imran
    Assistant Professor, Department of English, Government College Havelian KP, Pakistan.
    (3) Adil Khan
    Lecturer, Department of Pakistan Studies, Hazara University, Mansehra, KP, Pakistan.
Fulltext PDF

References

  • Iqbal, H. M. (1989). Education and Medium of Instruction: Science Teaching, the Language Policy of the Government, and its Impact. Táleemat, 11. 23-32.
  • Akhtar, R. (1989-90) Pakistan Year Book : Karachi: East and West Publishing Company
  • Bell, B. (2006). Mother-tongue maintenance and maths and science achievement: A contribution towards the formulation of multilingual language-in-education policies for South African schools. Retrieved from http://www.und.ac.za/und/ling/archive/bell-01.html
  • Callard, K. (1958). Pakistan; A Political Study. London: George Allen & Unwin Ltd
  • Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism.19. 121-129
  • Cummins, J. (1984). Bilingualism and special education: issues in assessment and pedagogy. Clevedon, England: Multilingual Matters.
  • Cummins, J. (1996). Negotiating identities: Education for empowerment in a diverse society. Los Angeles: California Association for Bilingual Education.Garcia, B. (1997, Fall). On BICS and CALP: An informal discussion. OMSLE Newsletter, p. 8
  • Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: Oxford University Press
  • Freire, P. (1973).Education for critical consciousness. New York: Seabury Press
  • Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. (Working Papers on Bilingualism, No. 19, 1979) 121-129
  • Swain, M., & S Lapkin,. (2000). Task-based second language learning: The uses of the first language.V(4). Language Teaching Research
  • Mansoor, S. (1993). Punjabi, Urdu, English in Pakistan: A Sociolinguistic Study. Lahore: Vanguard.
  • October, M. (2002). Medium of Instruction and its effect on matriculation examination results for 2000, in Western Cape secondary schools: a study of examination results in relation to home language and language medium (Mini-MPhil dissertation). Cape Town: University of Cape Town
  • Oiler, J. (1979). Language tests at school: A pragmatic approach. London: Longman
  • Qureshi, I.H. (1975). Education in Pakistan. Lahore: MAAREF
  • Rahman, T (1996). Language and Polities in Pakistan. Karachi: Oxford University Press.
  • Sharif, (1959). Commission on National Education, Islamabad: Ministry of Education
  • Vincent, C.(1996). Singing to a star: The school meanings of second generation Salvadorean students. (PhD dissertation). Fairfax, VA. George Mason University. Retrieved from Whorf, B. L. (1956). Language, Thought and Reality: MIT

Cite this article

APA

    APA : Nazakat., Imran, M., & Khan, A. (2019). Enigma of Medium of Instruction and Cognitive Academic Proficiency of the Learners. Global Regional Review, IV(II), 514-520. https://doi.org/10.31703/grr.2019(IV-II).54

CHICAGO

    CHICAGO : Nazakat, , Muhammad Imran, and Adil Khan. 2019. "Enigma of Medium of Instruction and Cognitive Academic Proficiency of the Learners." Global Regional Review, IV (II): 514-520 doi: 10.31703/grr.2019(IV-II).54

HARVARD

    HARVARD : NAZAKAT., IMRAN, M. & KHAN, A. 2019. Enigma of Medium of Instruction and Cognitive Academic Proficiency of the Learners. Global Regional Review, IV, 514-520.

MHRA

    MHRA : Nazakat, , Muhammad Imran, and Adil Khan. 2019. "Enigma of Medium of Instruction and Cognitive Academic Proficiency of the Learners." Global Regional Review, IV: 514-520

MLA

    MLA : Nazakat, , Muhammad Imran, and Adil Khan. "Enigma of Medium of Instruction and Cognitive Academic Proficiency of the Learners." Global Regional Review, IV.II (2019): 514-520 Print.

OXFORD

    OXFORD : Nazakat, , Imran, Muhammad, and Khan, Adil (2019), "Enigma of Medium of Instruction and Cognitive Academic Proficiency of the Learners", Global Regional Review, IV (II), 514-520

TURABIAN

    TURABIAN : Nazakat, , Muhammad Imran, and Adil Khan. "Enigma of Medium of Instruction and Cognitive Academic Proficiency of the Learners." Global Regional Review IV, no. II (2019): 514-520. https://doi.org/10.31703/grr.2019(IV-II).54