THERE has been a heated debate on which language to choose as the medium of instruction in classrooms. The weighing scale seems titling more towards the use of regional or national language for better participation of students and understanding of concepts.

However, it would be an overstatement to consider the language issue alone responsible for impacting an in-depth learning of students; there are other factors, too.

Throughout my academic life in public schools and college, my teacher always used Urdu and sometimes even a regional language to communicate during lessons. But seldom, if ever, I experienced real learning taking place merely because my teacher used the language I was most familiar with.

For the first time it was the modern physics teacher in BSc who inspired me greatly. Contrary to my past academic experience, his lectures were in English. And, strangely though, I understood his lessons almost fully and that too in the language that had always been alien to me.

In my view it is not the language war alone that needs to be settled down. In addition, it is about the vision with which a teacher joins the profession. It is about one’s commitment to one’s students’ learning. It is about examinations structure. It is about books, either outdated or containing uptodate knowledge; it is about how well-equipped teachers are with various teaching pedagogies.

It is about the environment one has in one’s classroom which either encourages students to ask questions or to remain quiet for fear of being laughed at.

It is about communication abilities one has to get one’s message across effectively. And, above all, it is about the liking and the passion one has for the subject one teaches.

For teachers who have passion for their subjects and a deep concern for their students’ learning, there are hundreds of options available to bring every point home in their lessons.

If the ‘imposed’ language of instruction seems hindering their students’ in-depth learning, they know how to make up for the lapses, using their gestures and body language.

Every year our students top in the world in O and A level examinations. They are almost always from English-medium backgrounds. Does standing with no parallel in the world not validate conceptual understanding of our students? Being a teacher, I have found students asking brilliant questions (using the English language) during lessons which ensures their sound learning as well as cognitive development.

No doubt, one can think and express better in one’s own language, but we need to consider the potential cost, the time and the infrastructure needed to translate the existing knowledge into our own language(s). Unfortunately, we have been unsuccessful so far. Sadly though, English is the language of our colonial ‘masters’ that we have never stopped cherishing and feeling proud of.

To me, it seems more appropriate to consider the other factors to improve teaching-learning as our neighbouring country India has done.

SYED FARHAN BASIT Mirpur Mathelo

Bilingualism

IT is imperative to delve deeper into the very essence of what is causing our derailment from the tracks of prosperity, especially in the field of education. Our major problem is bilingualism which has thrown us into a deep, dark dungeon of gloom.

We have to move along with two languages -- English and Urdu -- on diverse levels which culminates into different problems that are hindering our growth and will continue to do so if we do not show the guts to brave a set of seemingly indigestible solutions.

The dilemma is that our students are expected to be fluent in these two languages. They are expected to be able to express themselves clearly in oral and written work in these two languages. This sheer injustice is being done to students from kindergarten to university level, limiting their cognitive abilities to a very low level.

Due to this, most of our students fail to master even one of these languages. And, if the youth of a developing nation is in such a sorry state, then even the best of fates cannot be fruitful for it.

There are so many examples to support this like the policies of countries including France, Germany, Brazil, Japan, China and most recently Iran. All countries are successful and have adopted only one language.

Why is it that the countries which primarily have only one language produce almost all of the epitomes of intellectuals, scientists, economists, philosophers, etc?

The answer cannot just be that it is a coincidence. If we give this answer, then we are just hiding our mistakes behind an old and shabby curtain: we are being indifferent towards an imminent and drastic change.

The answer cannot be that there are other factors because the only factor that all of these countries have in common is that they have one prevalent language. Answers like this are just ways of eluding the real question and accountability about our responsibilities. We just do not want to admit that we are wrong.

A meticulous consideration leaves us with two choices: either establish Urdu or English as the medium of instruction. The choice is such that the majority of our population will never welcome.

But if we want to improve, we have to cross all these hurdles.

Every one of us should be determined and should work diligently braving the thorns and prickles that come our way, because after all this is our very own dear homeland. Sitting back and having the opinion that it cannot be changed would only aggravate the situation.

ASADULLAH NAQVI Karachi