Induction, fortification and primacy of english as a medium of instruction in primary education

Abstract

Having influenced by the British linguistic superiority, English bequeathed to people of India. Consequently, it got into some of the elite class. Due to the frequent use of English in science and technology and military elites it ran into higher education first then it was considered as medium of instruction at school level too. The current study investigated into the perceptions of the primary school teachers about induction, fortification and primacy of the English language as a medium of instruction in Vehari district. The population of the study were all the primary school teachers of Vehari region while sample of the study selected from all the city schools as well as from surrounding villages. Now a days, English is one of the main and compulsory subjects in Pakistan and was declared as a medium of instruction at school level officially in 2009 and college levels. But teachers at most of the schools practice code-switching while teaching English in the classrooms. For the last five years, English medium of instruction is now in practice, so keeping all the reviewed in the literature ahead, the current study attempted to examine the teachers’ reflections about effects of English language as a medium of instruction at elementary level by surveying about the use of English language as medium of instruction at primary level. The earlier studies reviewed mostly about the implementation of English as a medium of instruction particularly regarding the hurdles and obstacles. As linguists working in language teaching in the classroom setting have meaningfully extended the scope of their research to redress the fundamental areas of classroom practices connected with teaching/learning of English as a medium of instruction. Moreover, the current study has significant suggestions for educational research for pointing out the loopholes and drawbacks in terms of English language implementation as instructional goal. The data was analyzed using SPSS version 21. The study concluded with some suggestions and pedagogical implication to the Policy makers, higher authorities and National accreditation for teacher education in Vehari and Pakistan.