The language dilemma!

People of Pakistan has a love-hate relationship with the English language, more like a 'can't live with it, can't live without it' scenario. From making fun of cricketers' broken English to mothers restricting their kids to only speak in English, we as a society are obsessed with the language. The reason can be traced to our colonial past, but the language's importance cannot be denied. It serves as lingua franca in today's globalised world. Maybe that is the reason it is the medium of instruction in a majority of Pakistani schools.

But in a country where over 70 languages are spoken, it gets hard for the kids to navigate their semantics when they speak in their mother tongues at home, converse in Urdu with their teachers, and read their textbooks in English. That is why, the narrative of instruction in vernacular languages is catching on in the policy discourse. There is a growing strand of evidence in the form of studies and interventions to support the premise. There have been multiple studies in Africa and India where instruction in native languages have resulted in enhanced understanding among learners. Hence, it is safe to state here that this approach isn't just theory. Research by Unesco and renowned education experts supports the idea that when kids understand what's being taught, they're more likely to retain that information, develop critical thinking, and perform better academically. Moreover, it's not just about academics. Teaching kids in their own language boosts their self-esteem and helps them feel more connected to their culture. And we know how powerful that sense of belonging is when it comes to motivation and engagement in school.

After all, the primary objective of sending children off to schools is learning. It is more important to learn the concepts of Math well than to learn it in English. But introducing native languages as medium of instruction also comes with challenges. First and foremost, it's not a silver bullet. A small yet prevalent strand of literature also provides evidence that teacher's training, administrative issues, and quality of learning materials (primarily textbooks) plays a bigger role in effective inculcation of knowledge.

An even bigger catch is many areas of Pakistan are a melting pot of languages. Several schools are catering to students with different ethnic backgrounds and migrant families. A student in Mirkot may come from a Punjabi or Baloch family and another one in Bahawalpur may hail from Sindh. Urdu may work as a bridge in such scenarios but local languages may not cut it. So, the primary focus while shifting to vernaculars should be inclusivity.

Then comes a major concern: preparing these students for the market. Many students would enter a job market that doesn't cater to native languages. Even before that, these students would be entering universities and studying courses developed in English. At this stage, they should be prepared well to undergo such major transition. Besides, we are heading to gig economy where jobs would be transcending the national boundaries. Even currently, this model is prevailing in Pakistan where freelancers are working for international clients. Effective communication is an integral requirement of this ecosystem, which would obviously occur in lingua franca. Therefore, the importance of learning English cannot be denied.

We need to find the balance between imparting knowledge effectively to young learners and ensuring they are ready for the market when they graduate. And that balance is effective transition from vernacular at elementary level to English at higher education. However, it wouldn't be that simple to implement. The schools will need skilled teachers to make this transition effective. Moreover, the curriculum has to be designed while keeping in view the needs of the students who have studied English only as a subject before. The transition has to be gradual rather than swift to give learners time to acclimate. All this is possible only with skilled teachers and quality learning materials. To ensure that the teachers are adequately skilled, proper trainings and ensuring higher degree criteria for higher education levels is crucial.

Instead of a sudden, dramatic switch to English in the classroom, we should think of education as a journey. A gradual shift from vernacular languages at the elementary level to English in the later years of schooling is the smartest way to approach this.

This isn't a new idea. Countries like Finland and Singapore have done it. In Finland, students are taught in both Finnish and Swedish from an early age, ensuring they are comfortable in multiple languages. Similarly, in Singapore, students are taught in their mother tongue while also learning English, which has helped the country's youth thrive in a bilingual world.

The key to this approach is ensuring that students become proficient in both languages. English, as a subject, should be integrated early on so that by the time students reach high school, they are not only familiar with the language but comfortable using it to learn complex subjects.

In the end, it's not about choosing one language over the other. It's about finding a balance, giving children a strong foundation in their mother tongue while also preparing them for a future where English is a critical skill.

The solution lies in a gradual transition, starting with vernacular languages at the elementary level, then slowly incorporating English as a subject. By the time students reach higher education, they'll be ready to thrive in an English-medium environment, equipped with skills. Let's start this journey now.