Exploring bilingualism as a pedagogical tool for enhancing English language teaching: a case study of Pakistan's intermediate colleges

Abstract

This study examines the role of bilingualism as a facilitative tool in English language teaching (ELT) at the intermediate level in Pakistan. It challenges the prevailing assumption that the use of L1 in ESL (English as a Second Language) classes limits students’ communicative abilities, proposing instead that strategic use of bilingualism aids in the L2 acquisition process. Using a mixed-methods approach, the study integrates qualitative and quantitative data collected from 65 in-service English teachers across 10 government colleges. The Revised Hierarchical Model (RHM) by Kroll and Stewart (1994) underpins the theoretical framework. The findings indicate that limited and contextually appropriate use of L1 enhances comprehension, provides motivation, and facilitates complex L2 instruction. Contrary to the notion of “no L1 in L2 classes,” the study advocates a balanced use of bilingualism, highlighting its potential benefits for improving ESL teaching methodologies. This research calls for broader acceptance of bilingual practices in ESL settings and suggests implications for future pedagogical strategies in similar educational contexts.