Pakistani Primary Schools Should Teach In Mother Tongues - PTI's Education Policy Short Sighted

[Indus Priest King]

Ask yourselves why we don't produce enough skilled doctors and engineers? Ask yourself why our research and development is practically non-existent in our universities? The reason is simple - we are taught our mother tongues at birth, by primary we are taught in Urdu and by secondary/post-secondary we are taught in English. What good can possibly come from this? Most students end up only memorizing content (Ratta), rather than making concepts and understanding. This explains our dismal R&D sector and why we lack skilled professionals.

Why do students memorize? Simple...because they don't understand what they're being taught. If you mother tongue is Pashto, having someone teach you in Urdu or English is useless...yes maybe a few quick students might pick it up, but why are you voluntarily suppressing the potential of your own students?

When PTI came power in the KP in 2013, they switched from Urdu medium to English medium for all primary schools in. This solves nothing! Contrary to popular belief, this doesn't work. If it did, many English speaking African countries would be developed countries by now. English doesn't mean anything...ask Japan...the most technologically advanced nation on Earth...from nursery to university, everything is taught in Japanese language...medicine, engineering, law etc.

Please read these two very important studies. My argument is your mother tongue/Urdu should be the model for all primary schools and the choice of mother tongue should be chosen on a district basis. For example in KP, the majority speak Pashto so Pashto and Urdu should be taught in primary schools...but for example in Hazara Division (Haripur, Abbottabad, Mansehra districts), Hindko is spoken...to Hindko/Urdu should be taught. In Chitral, it should be Chitrali/Urdu.

Please read the following...studies have also been provided in the links below.

~ Pakistan: Children in primary schools should be taught in their mother tongue ~
16 October 2014
by GEM Report - Bushra Rahim

The Government of Khyber Pakhtunkhwa (KP) announced that the medium of instruction would change from Urdu to English in public schools from April this year. The arguments put forward for the change were to make public schools the same as private schools in the province and to provide a uniform education to all children. But did the government of KP take into consideration the following questions? 1) What is the preferred medium of instruction of parents, students and teachers? 2) What is the impact of changing the medium of instruction on educational outcomes? 3) What does international research on the subject tell us?

In order to understand people’s perceptions about their preferred medium of instruction we need to know first about the most commonly spoken languages in KP. According to the 1998 Census, 74% population of KP speaks Pashto, 3.9% speak Siraiki, 1% Punjabi, 0.8% Urdu and 20.4% speak other languages. A more recent household survey by the Annual Status of Education Report (ASER) 2012 shows that the four commonly used languages in the province are: Pashto (77%), Hindko (11%), Siraiki (3.5%), Chitrali (3%) and others (5.5%). Changing the medium of instruction to English, therefore, means that most children are learning in a language that is not their own.

Parents, teachers and students are opposed to the change.

Research conducted on the subject in Pakistan and especially KP shows that parents want their children to be educated in mother tongue. For instance, one of the recommendations of a 2012 British Council Report was that: “There is evidence that many people are strongly attached to their languages and wish to educate their children through those languages” (p. 8).

Another study by the ASER, 2012, based on a survey involving 13,702 households in 23 districts of KP, showed that 45% households in KP preferred Pashto as medium of instruction in schools whereas 39% percent preferred Urdu. These surveys indicate that the decision of the KP government to change the medium of instruction to English is not aligned with the demands of the parents and others in KP.

Even primary school students and teachers are opposed to the change. Last year I visited a girls’ primary school in Peshawar had two female teachers teaching six grade levels (from katchi/pre-primary to grade 5). The only language the teachers could speak was Urdu, even though the students could not understand Urdu as their mother tongue was Pashto. The students of grades 4 and 5, who were sharing the same classroom, complained that due to the language barrier their precious learning time was being wasted. If the students have problems in understanding a teacher speaking Urdu, one can imagine how difficult it would be for students to understand their teachers when they are speaking English, especially given that most primary school teachers are unable to speak a single sentence in English.

The second question, which is usually ignored in policy discourse, is about the impact of the medium of instruction on children’s educational outcomes. My research on the subject due out early next year revealed that teaching in Urdu reduced the completion rate by 0.7 percent during the 2007-2012 academic cycle in comparison with the previous academic cycle. The shift in the policies of the successive governments from Urdu to mother tongue (Pashto) and from mother tongue to Urdu during the two academic cycles is one of the factors responsible for declining educational outcomes. The impact of these political shifts is also manifested in the annual Education Census statistics: the ratio of Urdu versus Pashto medium schools was 52:46 in 2005 which increased to nearly 60:40 after 2007.

Researchers argue that the best medium for early education is the language a child already knows and to which a child is naturally exposed in his/her social environment. Their argument is that once a child develops conceptual knowledge in a mother tongue it helps them to then understand and gain proficiency in another language. Studies also indicate that teaching in mother tongue improves access (attendance and attainment) to education. An analysis of data from 26 developing countries and 153 linguistic groups revealed that children who had access to mother-tongue instruction were significantly more likely to be enrolled and attending school, while a lack of education in mother language was a significant reason for dropping out of children. (http://unesdoc.unesco.org/images/0017/001787/178702e.pdf) Furthermore, studies indicate children especially girls who learn in native languages stay in school longer, do better on tests, and repeat grades less often than students who do not get instruction in familiar language.(http://unesdoc.unesco.org/images/0014/001420/142049e.pdf)

Changing the medium of instruction will not make private and public schools the same

Finally, the argument that changing the medium of instruction will make public schools equal to private schools in the province is also shaky. Many factors contribute to improving educational outcomes such as school resources; instructional time; curricular focus; teacher motivation, training and accountability; parental education and socioeconomic status. Simply changing the medium of instruction will achieve little unless these other influential factors are addressed as well.

The Government of KP needs to reconsider its decision and take steps to implement the decision of the previous government to embed mother tongue as medium of instruction in primary schools across the province. Parents, teachers, researchers and the evidence in educational outcomes cannot be ignored.

 

[Indus Priest King]

~ Why schools should teach young learners in home language ~
By Professor Angelina Kioko, professor of English and Linguistics at United States International University, Nairobi, Kenya.

In countries where English is not the first language, many parents and communities believe their children will get a head-start in education by going 'straight for English' and bypassing the home language. However, as Professor Kioko points out, the evidence suggests otherwise.

Many governments, like Burundi recently, are now making English an official national language. Their motivation behind this is to grow their economies and improve the career prospects of their younger generations. Alongside this move, we are seeing a trend, particularly across Sub-Saharan Africa, to introduce English as a medium of instruction in basic education.

However, research findings consistently show that learners benefit from using their home language in education in early grade years (ahead of a late primary transition stage). Yet, many developing countries continue to use other languages for teaching in their schools.

In Kenya, the language of instruction is English, and some learners in urban and some cosmopolitan settings speak and understand some English by the time they join school. But learners in the rural areas enter school with only their home language. For these learners, using the mother tongue in early education leads to a better understanding of the curriculum content and to a more positive attitude towards school. There are a number of reasons for this.

First, learning does not begin in school. Learning starts at home in the learners’ home language. Although the start of school is a continuation of this learning, it also presents significant changes in the mode of education. The school system structures and controls the content and delivery of a pre-determined curriculum where previously the child was learning from experience (an experiential learning mode).

On starting school, children find themselves in a new physical environment. The classroom is new, most of the classmates are strangers, the centre of authority (the teacher) is a stranger too. The structured way of learning is also new. If, in addition to these things, there is an abrupt change in the language of interaction, then the situation can get quite complicated. Indeed, it can negatively affect a child’s progress. However, by using the learners’ home language, schools can help children navigate the new environment and bridge their learning at school with the experience they bring from home.

Second, by using the learners’ home language, learners are more likely to engage in the learning process. The interactive learner-centred approach – recommended by all educationalists – thrives in an environment where learners are sufficiently proficient in the language of instruction. It allows learners to make suggestions, ask questions, answer questions and create and communicate new knowledge with enthusiasm. It gives learners confidence and helps to affirm their cultural identity. This in turn has a positive impact on the way learners see the relevance of school to their lives.

But when learners start school in a language that is still new to them, it leads to a teacher-centred approach and reinforces passiveness and silence in classrooms. This in turn suppresses young learners’ potential and liberty to express themselves freely. It dulls the enthusiasm of young minds, inhibits their creativity, and makes the learning experience unpleasant. All of which is bound to have a negative effect on learning outcomes.

A crucial learning aim in the early years of education is the development of basic literacy skills: reading, writing and arithmetic. Essentially, the skills of reading and writing come down to the ability to associate the sounds of a language with the letters or symbols used in the written form. These skills build on the foundational and interactional skills of speaking and listening. When learners speak or understand the language used to instruct them, they develop reading and writing skills faster and in a more meaningful way. Introducing reading and writing to learners in a language they speak and understand leads to great excitement when they discover that they can make sense of written texts and can write the names of people and things in their environment. Research in Early Grade Reading (EGRA) has shown that pupils who develop reading skills early have a head-start in education.

It has also been shown that skills and concepts taught in the learners’ home language do not have to be re-taught when they transfer to a second language. A learner who knows how to read and write in one language will develop reading and writing skills in a new language faster. The learner already knows that letters represent sounds, the only new learning he or she needs is how the new language ‘sounds’ its letters. In the same way, learners automatically transfer knowledge acquired in one language to another language as soon as they have learned sufficient vocabulary in the new language. For example, if you teach learners in their mother tongue, that seeds need soil, moisture and warmth to germinate. You do not have to re-teach this in English. When they have developed adequate vocabulary in English, they will translate the information. Thus, knowledge and skills are transferable from one language to another. Starting school in the learners’ mother tongue does not delay education but leads to faster acquisition of the skills and attitudes needed for success in formal education.

Use of the learners’ home language at the start of school also lessens the burden on teachers, especially where the teacher speaks the local language well (which is the case in the majority of the rural schools in multilingual settings). Research has shown that in learning situations where both the teacher and the learner are non-native users of the language of instruction, the teacher struggles as much as the learners, particularly at the start of education. But when teaching starts in the teachers’ and learners’ home language, the experience is more natural and less stressful for all. As a result, the teacher can be more creative and innovative in designing teaching/learning materials and approaches, leading to improved learning outcomes.

In summary, the use of learners’ home language in the classroom promotes a smooth transition between home and school. It means learners get more involved in the learning process and speeds up the development of basic literacy skills. It also enables more flexibility, innovation and creativity in teacher preparation. Using learners’ home language is also more likely to get the support of the general community in the teaching/learning process and creates an emotional stability which translates to cognitive stability. In short, it leads to a better educational outcome.

 

[BATMAN]

I don't believe, what i just read.

 

[Indus Priest King]

I don't believe, what i just read.

Because you're an idiot. I've read your post in my Iran-Pakistan vs TAPI Pipeline topic, where you're defending India and claiming the US didn't force India's hand in withdrawing from the IP Pipeline.

You've been put on notice...Dasyu.

 

[Signalian]

The medium of instruction at international level is English so English has to come in at some stage.

 

[Azadkashmir]

urdu is great language for learning plus i hate it when you have to explain to elders something they don't understand because its in english. this divides the community.

 

[Indus Priest King]

The medium of instruction at international level is English so English has to come in at some stage.

English isn't taught in Japan...they're the most technologically advanced nation on Earth. From nursery to university, they are taught in Japanese.

That's why Japan excels, because they learn in their own language, are able to make sound concepts, and then use those concepts to research and develop.

English can be taught, but not at the expense of our mother tongues.

 

[Signalian]

English isn't taught in Japan...they're the most technologically advanced nation on Earth. From nursery to university, they are taught in Japanese.

That's why Japan excels, because they learn in their own language, are able to make sound concepts, and then use those concepts to research and develop.

English can be taught, but not at the expense of our mother tongues.

checked stats of Pakistanis going to Japan vs Australia, USA, GB, Canada?

 

[Indus Priest King]

urdu is great language for learning plus i hate it when you have to explain to elders something they don't understand because its in english. this divides the community.

Urdu + Mother Tongue should be taught in the first few years, then it can switch to Urdu + English. I would support this model.

This will protect our native languages, which are dying out at the moment.

 

[Signalian]

secondly, comparing Japan with pakistan, think again.

 

[Indus Priest King]

checked stats of Pakistanis going to Japan vs Australia, USA, GB, Canada?

Why should Pakistanis be going to Australia, USA, GB or Canada in the first place? Are we slaves of the west? This proves your colonial mentality....have some self respect. Every other nation on earth feels a sense of national embarrassment when their own people have to leave to settle abroad...the Chinese, Koreans and Japanese in particular consider is a disgrace...and now they actively invite overseas Chinese, Koreans and Japanese home.

Are we just a country to produce workers for the western countries? Thori akal istamaal kar.

Japanese emigration is practically nil...same with Koreans and Chinese in urban communities. They don't have to leave China, Japan and Korea because those countries provide.

Retard.

secondly, comparing Japan with pakistan, think again.

I am thinking...Japan was nuked twice and destroyed in 1945...no different than how Pakistan was in 1947...and within 40 years they rebuilt everything.

Korea, which was a agricultural backwater and heavily compared to Pakistan, was decimated in 1950. By 1988, they were hosting the Summer Olympics.

Chutiya Pakistanis like you who have no vision and no self respect and so respect for their own culture, languages and sense of identity is what is the REAL problem in Pakistan.

In France, French is taught in schools.
In Japan, Japanese is taught in schools.
In Spain, Spanish is taught in schools.
In Iran, Persian is taught in schools.

And in Pakistan? English? Tera baap angraiz hai?

Grow out of your colonial mentality please.

 

[Signalian]

Why should Pakistanis be going to Australia, USA, GB or Canada in the first place? Are we slaves of the west? This proves your colonial mentality....have some self respect. Every other nation on earth feels a sense of national embarrassment when their own people have to leave to settle abroad...the Chinese, Koreans and Japanese in particular consider is a disgrace...and now they actively invite overseas Chinese, Koreans and Japanese home.

Are we just a country to produce workers for the western countries? Thori akal istamaal kar.

Japanese emigration is practically nil...same with Koreans and Chinese in urban communities. They don't have to leave China, Japan and Korea because those countries provide.

Retard.

oh wow, you get on a personal level immediately.
Is that to prove a point, because you cannot prove it through sane discussion of logic and sense ?
Or Is a personal attack your way of discussions?
Calling me a retard satisfies your ego or generally having one of those days when you forget what you want to say?

You are so confused that you didn't understand my post in first place, got off track and now blindly throwing darts in the dark now knowing what you are on and about. Lol whats more ironic is that you are assuming factors about my post through your own confused thoughts, settle your mind before you reply my next post, otherwise i have no use replying to utterly aimless post from you where you have no idea what you are saying. I am talking from an academic perspective, you assumed settling down.

You cannot change stats, it has nothing to do with colonial mind set. Education is said to be accessed from anywhere possible, its said in religion also. why don't you try thinking sensibly for an instant; not everyone gets admission in Pakistan uni's due to merit or any other situation. Secondly, there are better institutions around the globe in terms of academic ranking, laboratories, R&D etc.

You start comparing Pakistan with Korea, Japan, China...you don't even know in what retrospect you are claiming to compare, because there is a huge margin from individual to academics to technology and similarly sideways same for culture to religion to opportunities between these countries. Comparing apples and oranges will not help you.

The countries you mentioned, have a large number of academic students going abroad for studies, Chinese students in Australian universities is one big example. Koreans travel to USA for academics. Why don't you check facts also side by side, it will help clear your vision.

As for your theory of "producing workers", you assume too much and suffer amnesia maybe regarding the topic at hand? Work, working, workers is another topic, If you really are interested in discussing these, then first read about Hamilton Naki to get an idea what i can discuss on this topic before you assume ten more things.

All i read are assumptions about my post in your reply.
Are you always this clue-less when replying because you seem extremely confused, take a cup of tea or coffee if that helps. I feel sorry for you after seeing your reply.

 

[jamal18]

The medium of instruction at international level is English so English has to come in at some stage.

Every people whose skin colour is white educate themselves in their own language. Is English the international language in Pakistan only?

I love it how these slaves use the word 'international' to justify their slavery. In every country in Europe, the language of teaching is their own, English is only taught as a foreign language. Nothing is taught in English.

Pakistanis are an absolute slave people, using every lie and excuse to worship the language of the white master. The most succesful countries in the world; Korea, Japan. Germany, China, Russia and so on educate their people in their own language.

 

[Signalian]

I am thinking...Japan was nuked twice and destroyed in 1945...no different than how Pakistan was in 1947...and within 40 years they rebuilt everything.

Korea, which was a agricultural backwater and heavily compared to Pakistan, was decimated in 1950. By 1988, they were hosting the Summer Olympics.

Chutiya Pakistanis like you who have no vision and no self respect and so respect for their own culture, languages and sense of identity is what is the REAL problem in Pakistan.

In France, French is taught in schools.
In Japan, Japanese is taught in schools.
In Spain, Spanish is taught in schools.
In Iran, Persian is taught in schools.

And in Pakistan? English? Tera baap angraiz hai?

Grow out of your colonial mentality please.

Man you are funny

Maybe you needed someone to unload the negativity stuck in your mind. Well i wouldn't go around talking about your father like that, not my way of replying posts, perhaps, the ignore button would be a good option in this case regarding your antics.

I had a wrong perception about you seeing your posts in History section. You changed all that with so much assumptions and no sense of where you are heading through this discussion. i refrain from personal attacks and don't reply to posts with personal assumptions and attacks.

welcome to the ignore list.

ciao.

 

[Azadkashmir]

Every people whose skin colour is white educate themselves in their own language. Is English the international language in Pakistan only?

I love it how these slaves use the word 'international' to justify their slavery. In every country in Europe, the language of teaching is their own, English is only taught as a foreign language. Nothing is taught in English.

Pakistanis are an absolute slave people, using every lie and excuse to worship the language of the hite master. The most succesful countries in the world; Korea, Japan. Germany, China, Russia and so on educate their people in their own language.

True. Foreigners coming to Pakistan have advantage this way too which is unfair for the natives that only speak urdu.