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TEACHERS PERCEPTIONS TOWARDS ENGLISH LANGUAGE AS MEDIUM OF INSTRUCTION IN PAKISTAN Mansoor Ahmed Channa Master student, Mahidol University, Thailand Postal Address: Room no. 717, BAAN Kritsakron (Salaya), 50/5 Moo5 Salaya sub-district Phuttamonthon District, Nakhon Pathom Province, Thailand.

Abstract This study investigates the perceptions of teachers towards English Language as medium of instructions in one university at Pakistan. The participants of this study were the Science teachers teaching Science subjects including Physics, Chemistry, Computer science and Mathematics at undergraduate level using English language as the medium of instructions in teaching and learning process. The data was collected through class observations and semi structured interviews. In classroom observations, teachers perceptions and satisfactions on using ELMI were recorded in the field-notes and questions related to their attitudes in using language based on teaching and learning techniques, understanding communicative English and class room environment that help develop their perceptions were inquired of through interview. This research offered promising results on the perceptions towards using ELMI in classes. More than half of the participants regarded English language as medium of instructions that determined their success in future in order to meet their global and future needs. However, less than half of the participants showed dissatisfying factor that related to the use of ELMI in teaching and learning process in the classroom by encouraging L1 or local language. This study paves a way for future researchers by indicating issues and questions to address. Keywords: ELMI, Teachers perceptions, Use of L1, Classroom instructions Introduction This study is based on the findings from a research examining the Science teachers perceptions towards ELMI at one University in Pakistan. Different strategies in terms of English language as medium of instructions were used by teachers in Pakistan. For example, Rahman (1999) stated that there are two systems of education prevailed in terms of medium of instruction including English medium and Urdu medium. English medium schools provide quality education to the upper and middle class through the medium of English. Ramanathan (2005) pointed out that most parents aspire to provide English medium education to their children in order to gain their future life chances. For example, Rahman (1999) found that the desire to develop English occurred among many students from all schools including religious schools which are considered as the conservative element in Pakistani society. Similarly, Mansoor (2005) provided further evidence of dire need for learning English in Pakistani society. However, Channa, Yossatorn and Yossiri (2012) found in one Thai university that less than half of the students preferred mother tongue instead of target language to be used in the process of teaching and learning for better understanding and developing education through classroom activities. For example, Candlin and Mercer (2001) examined that perceptions of teachers and learners towards English and the learning context all play its role in acquiring their success or failure. This study begins with a brief overview that follows a brief literature review section explaining about the globalization, localization and the perceptions of teachers towards ELMI. Then, the method used for data collection, and data analysis is employed. In the method section, information is given about the Science subjects teachers in one university at Pakistan participating in this study. In short, the results of this study are presented that follow summary and discussion section for further research. However, the study ends with conclusion based on analysed data. COPY RIGHT 2012 Institute of Interdisciplinary Business Research

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Literature Review

This study investigates the science teachers perceptions related to ELMI using in different subjects in the classroom. Many studies were conducted regarding use of English. For example, Kachru (1985) pointed out that the spread of English played an important role in expanding the cultural, economic and political influence of Britain and USA in less or under-developed countries or the "Periphery". Phillipson (1992) indicated that English is used in less developed countries especially in government and education. He further emphasized and argued that influence of English is interrelated within the cultures at all levels. However, David Crystal (1997) points out that the global language scenario has been created with a fast speed. Number of people using English as a language of international communication has increased than the number of people using it for international communication. Further he says that when a language gains global status, it is more concerned with who the speakers are, rather than the number of speakers. Kachru (1985) has divided Sociolinguistic profile of English language into three circles. First circle is the inner circle where English is spoken as a native language. Second circle is the outer circle where English is used as an institutionalized and non native variety. Third circle is the expanding circle where English is used as a performance variety. Kachru terms Inner circle as norm providing, outer as norm developing and expanding circle as norm dependant. Canagarajah (2006) gives stress on the fact that learners should be aware of various varieties of English language and they should know how to shuttle down between different varieties of English. This study aims to develop an understanding by explaining the relationship between ELMI, teachers and their perceptions. The main research question is not whether ELMI is supported by both teachers and learners but whether ELMI is applied and used at one university in Pakistan. Thus, the following research question helps frame the study. 1. Method Two methods including semi structured interviews and classroom observations have been applied for data collection by following Johnson, Onwuegbuzie, & Turner (2007) for it involves qualitative methods of data collection and data analysis. The teachers perceptions towards ELMI in one university in Pakistan have been investigated through all these two methods. Participants Seven teachers of science subjects at Pak University (Pak University is a pseudonym of one Pakistani university) agreed to participate in the study. 2 teachers were from Physics department, 2 teachers were from computer science department, 2 participants belonged to the Chemistry department and 1 belonged to Mathematics department. Data Collection Classroom Observations The researcher followed Edwards and Talbot (1999) and O'Leary (2004) on classroom observations and observed the participants during their teaching science subjects including Physics, Chemistry, Computer Science and Mathematics using ELMI. A total of three observations made and information was collected, recorded in field-notes and was interpreted later by following Spradley (1980). Interviews The researcher followed Cohen, Manion, & Morrisons (2007) designs for interview and conducted interviews of seven science teachers using a series of open ended questions. All interviews were audio recorded and were transcribed later. Data Analysis Transcribed semi structure interviews data and classroom observations field-notes were analyzed and coded using LeCompte & Preissles (1993) and Strauss & Corbins (1998) method. Collected inf ormation was divided into categories based on participants responses in the interview questions and researchers field -notes of observations were read, comprehended, and used to find out both negative and positive attitudes of science teachers towards ELMI in the process of teaching to science students at university level. The data reveals how participants use English language while teaching to the science students and what response they get and how their perceptions towards ELMI develop or affect their teaching. COPY RIGHT 2012 Institute of Interdisciplinary Business Research What are the teachers perceptions towards English language as medium of instructions?

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Further, the results part is divided into three categories. These categories are: (1) Brief overview of science teachers using ELMI at Pak University, (2) Teachers positive perception towards ELMI, and (3) Teachers negative attitude towards ELMI. Results Brief overview of science teachers using ELMI at Pak University Javed, Shah, Taha, Khan, Miss Qadri, Bhatti and Miss Memon applied ELMI to teach science subjects that include Physics, Chemistry, Computer science and Mathematics at Pak University in Pakistan. They all use English language as the medium of instruction in terms of their delivery of lectures in classroom as well as in laboratories. They all are well qualified teachers having 8 to 12 year of experiences in teaching. Javed and Shah teach Physics, Taha and Miss Memon teach Computer science, Khan and Miss Qadri teach Chemistry while Bhatti teaches Mathematics at Pak University. They all teach at undergraduate and graduate levels. In short, all teachers teach with the positive vision to develop science learners in their fields. They all continue their efforts to bring a line of demarcation between old traditional method of teaching and contemporary method in order to prepare students to meet the coming challenges in their advanced fields of learning. Teachers positive perception towards ELMI All 7 participants were asked to express their perceptions of teachers teaching Science subjects in English language. The data revealed that these participants differed widely in their attitudes t owards teachers using ELMI in the class and laboratories. Almost 4 of participants were positive about using English language, considered this as beneficial for learners to develop their confidence and to comprehend scientific theories, logics, reasons and problems for playing their roles to participate actively in the classroom as well as outside of the class. All these teachers regarded ELMI as the useful tool that enable their learners to cope with the comprehension, reading and communicative problems for their future needs. These all 4 participants (Shah, Taha, Miss Qadri and Bhatti) possessed same views regarding use of English language in teaching science subjects. For example these teachers said: Firstly, physics subject is hardly published in either urdu or any other regional language by the government of Pakistan. Secondly, some professors get this subject published in urdu or any other language privately but are not welcomed by all the teachers of the subjects at all levels and can not be provided everywhere in the country. Finally, I would prefer my learners should learn this subject in English in order to develop confidence and learning habit of physics in English language medium as it is the most important field of knowledge integrated with other scientific fields. (Shah) ELMI is regarded as official policy for carrying out teaching and learning at university level by the government of Pakistan. Due to this language, students are given chances to develop them in order to meet the challenges at international level. I like my learners should learn computer science and related courses in English language because it will be hard for them to use specific terminology of computer subject in their mother tongue or in regional language. Not only this, but they also develop their confidence to present them everywhere. (Taha) Chemistry subject is based on reasons, principles, logic and experiments. Its literature is available in English language and I encourage my peers and learners to use ELMI to learn this subject. (Miss Qadri) Being the teacher of Mathematics, I recommend English language in teaching and learning this hard subject. This language as medium of instruction will refine the knowledge of pluses and minuses in learners and they can be good at the solutions of mathematical theories. (Bhatti) In short, Shah, Taha, Miss Qadri and Bhatti were completely in favor of ELMI in classroom. They regarded English language beneficial for their learners to enhance their learning effectively. These 4 science teachers of different fields recommended and motivated their students to use ELMI for better future. Teachers negative attitude towards ELMI However, less than half of the participants (three teachers) disagreed with their colleagues opinions. They thought that teachers using ELMI in imparting scientific knowledge is no more beneficial for their learners who come to university from different types of backgrounds and mediums including Sindhi, Urdu and English (Sindhi is major regional language, Urdu is considered as national language whereas English is regarded official language within the country). They further explained that their learners can perform well either in regional or in national language as COPY RIGHT 2012 Institute of Interdisciplinary Business Research

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compared to ELMI. They all quoted Japan, China and Europe offer education in their national language or in their regional language from primary to university level. For example, Javed (a physics teacher) said; I use either regional or Urdu language to teach my learners to a greater extent. This does not mean that I do not know English language. This means that I want my learners should completely understand in their own language without any doubt or confusion. Their confidence will be developed when they know the subject nor for ELMI. China and Japan are the most developed countries and offer education in their language. The second computer science teacher, Miss Memon also disagreed with the use of ELMI in classroom. She completely negated and commented; I do not like teachers using ELMI in terms of science subj ects when they can teach well in their mother tongues or in national language. I think English language must be used in English department or for official communication with other countries or with other nations. Europe did not offer education in English language. Why we? Similarly, the chemistry teacher, Mr. Khan urged and said; It is strange to teach the learners of my own language in other language (English) instead of mother tongue. I think it will be injustice with our languages when we may not make the perfect use of these. Government should make major regional or national language compulsory for teaching and learning science subjects and must take steps to get the literature of these subjects translated and published in our languages in the better interest of the nation and for the development of country. In short, Mr. Javed, Miss Memon and Mr. Khan spoke against the use of ELMI at teaching learning level and urged Pakistan government to translate and publish subject materials in either major regional languages or in Urdu (a national language). Summary and Discussion The results of this study revealed that the use of ELMI was an unavoidable phenomenon in teaching science subjects to the students who studied science as their major. The majority of t eachers perception in using ELMI appeared as systematic approach to deliver their lectures and further communication, though there were less than half of teachers did not make the best use of it. The Science teachers were aware of the advantages of the excessive use of English language for their learners to grow their communicative language and to understand the depth of science textbooks or scientific literature which can not be available in ones mother tongue depended on their certain needs. Moreover, the classroom observations revealed some situations for which the Science teachers used English language in excess. Explaining scientific abbreviations or terms, introducing new science vocabulary and describing reasons, principles, laws, theories, methods, figures or tables and certain scientific tools in the textbooks of science subjects or in the delivery of science teachers were the main areas for employing ELMI. Despite the teachers flexibility in using ELMI in some situations, Science teachers at Pak University were lenient and allowed their learners to use their first language or national language if they needed in the class or for further clarifications. Speaking of the students interest in using English language as medium of instruction in class, the majority of the science teachers were in favour of the systematic use of ELMI in all science subjects at university level. They further expressed their desire to get their learners to practice English language in order to comprehend scientific language vividly. The researcher suggested the following recommendations after studying the analyzed data and transcribed interviews. 1. 2. 3. Should science teachers use both ELMI and mother tongue in their delivery of the lectures? Should teachers allow their learners to use both L1 and L2 in reading science textbooks or in learners talk in the class or at their practical works? What will make ELMI use by both learners and science teachers with greater importance?

In short, it is recommended that further studies be undertaken on larger scales to develop more understanding of teachers and science learners attitudes towards ELMI applying in science classrooms. Moreover, this study will encourage for further research to investigate the relationship between using ELMI and science students belief, attitude and motivation for participating actively on one hand and between science teachers using English language and development of science learners interest on the other hand. This research could help educators of all fields COPY RIGHT 2012 Institute of Interdisciplinary Business Research

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except language teachers and textbooks developers or science curriculum developers to publish guidelines for teachers and students on applying English language. To conclude, the researcher found that in spite of the majority of teachers positive perception of using different techniques for promoting ELMI, would be injustice to ignore those teachers who disagree over the use of target language instead of mother tongue in science subjects.

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References

Channa, Mansoor A., Yossatorn, Y., & Yossiri, V. (2012) Students Attitudes towards teachers using Activities in EFL class. International Journal of Acdamic Research in Business and Social sciences, Volume 2, Issue 5. Candlin, C & N. Mercer. (2001). English Language Teaching in Its Social Context. New York : Routledge. Canagarajah, S. (2006). Changing Communicative needs, Revised assessment objectives: Testing English as an international language. Language Assessment Quarterly, 3(3), 229-242. Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. Routledge Falmer Publishers. Crystal, David. (1997). English as a Global Language. Cambridge: Cambridge University Press. Edwards, A. and Talbot, R., 1999. The hard-pressed researcher: a research handbook for the caring professions.2nd ed. London: Longman. Johnson, R., Onwuebuzie, A., & Turner, L. (2007). Toward a Definition of Mixed Methods Research. Journal of Mixed Methods Research, Sage Publications . Kachru, B.B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk and H. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11-30). Cambridge: Cambridge University Press. LeCompte, M. & Preissle, J. (1993). Ethnography and Qualitative Design in Educational Research (second edition). London: academic Press Mansoor, S. 2005. Language Planning in Higher Education: A Case Study. Karachi: Oxford University Press. O'Leary, Z., 2004. The essential guide to doing research. London: Sage. Phillipson, Robert. (1992). Linguistic Imperialism. Oxford: Oxford University Press. Rahman, T. 1999. Language, Education and Culture. Karachi: Oxford University Press. Ramanathan, V. 2005. The English-Vernacular Divide: Postcolonial Language Politics and Practice. Clevedon: Multilingual Matters. Strauss, A. and Corbin, J. (1998). Basic qualitative research: Techniques and procedures for developing grounded theory. 2nd ed. Thousand Oaks, Calif: Sage. Spradley, James P. (1979). The ethnographic interview. New York: Holt, Rinehart and Winston.

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