English as a Medium of Instruction at the Early School Years: Problems Faced by Teachers and Students

Abstract

This study explored the perceptions of schoolteachers about the problems faced by teachers and students in using English as medium of instruction at the early school years in Hazara division, Khyber Pakhtunkhwa, Pakistan. The population of the study included primary schoolteachers in the 14 Tehsils and 6 districts of Hazara division, Khyber Pakhtunkhwa, Pakistan. Stratified Random Cluster sampling method was used to choose sample for the survey. Findings indicated that most of the schoolteachers found it difficult to teach and use English as a medium of instruction in their teaching at the early school years. Teachers did not seem to be able to provide useful English as medium of instruction environment to the students. Teachers could not teach all the subjects in English and found it difficult to understand the subject content for teaching. Teachers faced more problems as compared to students in using English as a medium of instruction. The study has important implications, as the medium of instruction conundrum does not seem to go away in the Pakistani school education context in general and at the early school years education in particular.