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Essay on place of english language in pakistan

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  1. The materials should be easy to exploit for purposes of language learning.
  2. In the second, it is considered sub-standard and inthe third, it is slowly accepted as the norm. The present trend of using writers and poets like Hemingway, Yeats and Auden are least suitable for undergraduate students as they are most demanding and need advanced language skills on the part of the learners.
  3. If you cannot speak the language of a place, it will be very difficult to communicate with the people.
  4. All in all, the education in universities should be done with English for three reasons.

These are the stark warnings made in a report on the current state of Pakistan's schools published last month by the British Council and debated by academics and policy makers in a series of public meetings across the country. The report, Teaching and learning in Pakistan: The report's author, British academic Hywel Colemanwho is an honorary research fellow at the University of Leeds, argues that action must be taken urgently.

  • The Pakistani Variety of English The issue of which variety of English should be used for the teaching of English as a second language assumes importance as the recognition of non-native varieties takes place globally to look into the target needs of the users of the language;
  • In order to create an ethically responsible, equitable and tolerant world, the English language plays a crucial role;
  • You can develop your knowledge for betterment of your knowledge;
  • If that were to happen you would find that the elite private schools would start teaching other regional languages;
  • English is one of the most important languages in the world.

Yet a language policy for schools, inherited from the British empire, is undermining the effectiveness of state education and excluding many of the poorest from skills and training that could help them break out of poverty.

The report's key proposal is to provide teaching to students in the language they are most familiar with and, for the first time, reflect Pakistan's multilingual identity in classrooms.

Children learning in Urdu as a second language face major obstacles, particularly in their early years, Coleman says, which can range from slower progress in reading and writing to lack of support from parents who also struggle with Urdu. Coleman draws on global research into the impact of home language education on children's attainment to argue that the policy could improve enrollments and help to boost attendance by girls.

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Coleman also proposes a realignment of English in the curriculum. English remains the preserve of the country's elite minority who are educated privately in English-medium schools and who can make an easy transition into English-medium higher education and higher-paid government jobs that require English-language qualifications.

Current government strategy seeks to widen access to this English-only social strata by improving the quality of English teaching in state schools. Yet the provision of effective teaching and materials has been uneven, with the result that the majority of learners are failing to make even basic progress in English.

Coleman's alternative model is to provide early-years education in students' regional languages, with Urdu taught as a second language in primary school.

  • Communication is very crucial in any field, whether it is business, medicine, transport, technology, trade or marketing;
  • This decision taken by the Supreme Court of Pakistan can take us 180 degree opposite from the rest of the world as English is the predominant source of communication around the world;
  • English has thus become an effective means of promoting Indian view of life, and strengthening our cultural identity in the world;
  • Coleman believes that fundamental change will be necessary to raise the status of regional languages and give equality of access to opportunity;
  • When a person travels to another part of the world either for the sake of business or even as a tourist, the languages may differ;
  • Variety A, the Anglicised variety only differs in phonological features from BSE and does not represent local or cultural features.

English would be taught from the age of 10, with the option to introduce English-medium teaching later in secondary school. Coleman says his "wish list" for education reform has been positively received inside Pakistan. He is now in the process of analysing feedback before presenting his final proposals next April. Fakhruddin Akhunzada is assistant director of the Forum for Language Initiatives, a local NGO that works with minority language speakers in the north of Pakistan to develop first-language education.

Why is English Important Essay

While FLI's initial projects are small, he says that results have been positive, and so far 70 students have received their education in their first language. But FLI's experience shows that it will be difficult to change entrenched attitudes about language status. They hesitate to use it and many believe that education in the mother tongue is inferior to education in Urdu or English. But our studies of pilot projects suggest that positive attitudes towards the mother tongue have been gaining ground over the past few years," Akhunzada said.

Should Pakistan adopt Urdu as the official language?

Coleman believes that fundamental change will be necessary to raise the status of regional languages and give equality of access to opportunity. One of my suggestions is that people should have to demonstrate competence not only in English but also in Urdu and one of the other main regional languages. If that were to happen you would find that the elite private schools would start teaching other regional languages.

Something like that would put the three languages on a more equal footing. But at a recent conference, organised by Unesco in Bangkokto assess progress towards the UN Millennium Development Goals for education, Coleman says there was little prospect of a shift in policy to support first language education.

There was frustration at the conference that a lot of the international donors are not yet listening and are not aware of the relationship between languages in education and long-term implications for social cohesion," he said.