LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 15:3 March 2015
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Urdu or English as Official Language -
Perceptions and Preferences of Students and Teachers

Perveen Naseem
Mehmood Ul Hassan
Asma Saman
Samia Sajid

Abstract

The current study aims to explore the preferences and perceptions of the teachers and students towards Urdu and English as an official language. In a multilingual country like Pakistan, this preference varies from one family to another, one society to another society and from one region to another. A sample population was taken from different schools and colleges of District Pakpattan. Data was collected from 30 teachers and 70 students through a Questionnaire by applying simple random technique. The study reveals that in spite of the fact that Urdu is the National language of Pakistan, students and teachers preferred English language as an official language.

Keywords: Teachers, Students, Official language.

Introduction

Language is the main source of transmission of information and sharing of knowledge. The concept of silent society wherein no language is spoken would not be acceptable. No doubt, preferences and perceptions change with the passage of time.

Nisar and Ahmad (2011) made a research and the major purpose of the study was to investigate the discrepancy in performances of students of English and Urdu medium schools at the Higher Secondary School Level. He concluded that students of English medium schools performed better than the students of Urdu medium schools in the subjects of English and Physics than in the subject of Urdu. It was recommended that medium of instruction for science subjects at the secondary level should be English.

Grittner (1974) was of the observation that scholars must know that the language they learn makes them ingenious and so in this way their level of curiosity and stimulus can be increased among L2 learners.

Dornyei (1994) stated that the nature of communal and hardheaded measurements of target language rest on who, what and where i.e. who learns the language, what language and where.

Khlique presents examples of the language boundary, the insights and consideration of the followers of banished communities across Pakistan, the switch over from one to the other in a specific state of affairs and its end product. These examples were from the author’s work as a community development professional. Most of the people cross-examined and most of the events chronicled for the purpose of this analysis tangled individuals who speak Urdu as their second language. The evidence and investigation was not necessarily organized in an undeviating fashion but there was an attempt to monitor a configuration.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Perveen Naseem
perveenshadch@yahoo.com
M.Phil Scholar of Linguistics, University of Lahore, Pakpattan campus, Pakistan.

Mehmood Ul Hassan
mehmood.uol@gmail.com
Head, Department of English, University of Lahore Pakpattan, Pakistan

Asma Saman
Asmasaman045@gmail.com
M.Phil Scholar of Linguistics, University of Lahore, Pakpattan campus, Pakistan.

Samia Sajid
diyasaim@yahoo.com
M.Phil Scholar of Linguistics, University of Lahore, Pakpattan campus, Pakistan.
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