CSS Dawn Editorials ✨
June 11, 2025 at 02:57 AM
# *Detailed SUMMARY of the article "Language debate" by Neda Mulji, Published in Dawn on June 11th, 2025:* The article by *Neda Mulji* addresses Pakistan's critical *language of instruction* debate in education, highlighting that while Pakistan's *literacy rate* hovers around *68%*, an alarming *77%* of *school-going children* cannot read fluently by the end of *primary school*. With children aged *5-16* comprising *44%* of Pakistan's population and an *ageing population* leaving the workforce, effective education becomes crucial. The article critiques Pakistan's current *multilingual education system* where schools attempt to incorporate *English-language instruction* alongside *mother tongue translations*, creating chaotic learning environments. Many *school teachers* resort to instructing in *local languages* while expecting students to write answers and take assessments in *English*, leading to filtered *textbook content* and poor *learning outcomes*. The author contrasts this with successful countries like *Finland*, which achieves high academic performance through *multilingual proficiency* but emphasizes *language immersion in English* as the critical success tool. Pakistan's students take *local* and *international board examinations* in *English*, use technology in *English*, live in a country where *English* remains the dominant *legal language*, and need *English* for professional communication, making *immersion* essential for future readiness. True *immersion* requires balanced acquisition of four core *language skills* - *listening*, *speaking*, *reading*, and *writing* in that sequence. Students should be taught language through *usage*, not *grammar drills*, encouraging *comprehension* and *communication* rather than learning *language rules*. Teachers should avoid *translation* and instead teach through *context clues*, *prompting*, *questioning*, and *monitoring understanding*. The article emphasizes that *immersion* can now be facilitated through *videos* for correct *pronunciation* and *contextual learning* through *visuals*, with *digital programmes* supporting *reading*. However, *teachers' roles* remain paramount in creating *speaking practice* opportunities with clear goals and impactful feedback. Success requires *textbooks* meeting *global criteria* for language learning, coupled with *teacher expertise*, *consistency*, *reinforcement* of core skills, *culturally sensitive content*, *age-appropriate difficulty levels*, and *supportive learning environments*. The article criticizes teachers who give instruction in *multiple languages* as a coping mechanism to complete units within lesson time, arguing this creates *student dependency* on *mediators* like *tuition teachers* and *parents*, preventing *independent learning*. With technology supporting *language learning*, the article advocates for *immersion* to equip students in *English language skills*, combining *digital literacy* with *language acquisition* for improved *academic performance*. *Large language models* can facilitate language learning but require *digital* and *creative skills* as prerequisites, with *marginalized communities* facing *access challenges*. However, these technologies can help teachers enhance their *language instruction skills* to better develop students' abilities in the *target language*. # *Easy/Short SUMMARY*: Pakistan's *68% literacy rate* masks the crisis that *77%* of children can't read fluently after *primary school*. The chaotic *multilingual education system* mixing *English instruction* with *local language translations* fails students. *Finland*'s success through *English immersion* alongside *multilingual proficiency* offers a model. Pakistan needs *language immersion* focusing on *listening*, *speaking*, *reading*, *writing* skills through *usage*, not *grammar drills*. *Technology* can support learning, but teachers must create *speaking practice* opportunities and avoid *translation dependency*. # *SOLUTIONS of The Problem*: ## *1. Implement English Immersion* Adopt *language immersion* approach focusing on *English* as primary *instruction language* like successful countries. ## *2. Train Teachers in Immersion Methods* Provide *teacher training* in *context clues*, *prompting*, *questioning* instead of *translation* methods. ## *3. Develop Four Core Language Skills* Focus on *listening*, *speaking*, *reading*, *writing* skills in sequence through *usage-based learning*. ## *4. Use Technology for Language Support* Integrate *videos* for *pronunciation*, *digital programmes* for *reading*, and *visual learning* tools. ## *5. Create Global Standard Textbooks* Develop *textbooks* meeting *international criteria* with *culturally sensitive* and *age-appropriate* content. ## *6. Establish Speaking Practice Opportunities* Ensure teachers create regular *classroom speaking practice* with clear goals and feedback. ## *7. Eliminate Translation Dependency* Stop *multi-language instruction* that creates *student dependency* on *mediators* and *translation*. ## *8. Leverage Large Language Models* Use *AI language models* to enhance *teacher skills* and support *language instruction* development. ## *9. Address Digital Divide* Ensure *marginalized communities* have access to *technology-supported language learning* tools. ## *10. Promote Independent Learning* Develop students' ability to engage with *English content* independently without constant *teacher mediation*. # *IMPORTANT Facts and Figures Given in the article*: - Pakistan's *literacy rate* hovers around *68%*. - *77%* of *school-going children* cannot read fluently by end of *primary school*. - Children aged *5-16* make up *44%* of Pakistan's population. - Pakistan has an *ageing population* leaving the workforce. - Students take *local* and *international board examinations* in *English*. - *English* remains the dominant *legal language* in Pakistan. - *Finland* achieves high academic performance through *multilingual proficiency*. - Four core *language skills*: *listening*, *speaking*, *reading*, *writing*. # *IMPORTANT Facts and Figures out of the article*: - Pakistan ranks *160th* out of *189 countries* in *Education Index* (*UNDP*, 2024). - Only *32%* of Pakistani children complete *primary education* (*UNESCO*, 2024). - Pakistan has over *22.8 million* out-of-school children (*UNICEF*, 2024). - *English proficiency* ranks Pakistan *108th* globally (*EF EPI*, 2024). - *Finland* ranks *3rd* globally in *education quality* (*World Bank*, 2024). - Pakistan spends only *2.9%* of GDP on education (*Ministry of Education*, 2024). # *MCQs from the Article*: ### 1. *What percentage of school-going children cannot read fluently by end of primary school?* A. 68% *B. 77%* C. 44% D. 32% ### 2. *What age group makes up 44% of Pakistan's population?* A. 3-14 years *B. 5-16 years* C. 6-18 years D. 4-15 years ### 3. *Which country is mentioned as achieving high academic performance through multilingual proficiency?* A. Singapore *B. Finland* C. Sweden D. Norway ### 4. *What are the four core language skills mentioned in sequence?* A. Reading, writing, listening, speaking *B. Listening, speaking, reading, writing* C. Speaking, listening, writing, reading D. Writing, reading, speaking, listening ### 5. *What does the author say creates student dependency on mediators?* A. English-only instruction B. Technology use *C. Translation by teachers* D. Grammar drills # *VOCABULARY*: 1. *Immersion* (ڈوب جانا) – Complete involvement in language learning 2. *Proficiency* (مہارت) – Competence or skill in a language 3. *Acquisition* (حصول) – Process of learning or gaining skills 4. *Comprehend* (سمجھنا) – Understand the meaning of something 5. *Context clues* (سیاق و سباق کے اشارے) – Hints about meaning from surrounding text 6. *Prompting* (اشارہ دینا) – Giving hints or cues to help learning 7. *Monitoring* (نگرانی) – Observing and checking progress 8. *Facilitate* (آسان بنانا) – Make something easier to achieve 9. *Contextualise* (سیاق میں رکھنا) – Place in appropriate context 10. *Paramount* (انتہائی اہم) – Of utmost importance 11. *Reinforcement* (تقویت) – Strengthening through repetition 12. *Elicit* (اخذ کرنا) – Draw out or obtain responses 13. *Mediator* (ثالث) – Person who helps communication between parties 14. *Prerequisites* (لازمی شرائط) – Required conditions beforehand 15. *Marginalized* (پسماندہ) – Excluded from mainstream society 16. *Chaotic* (بدنظمی) – Complete disorder or confusion 17. *Derailment* (پٹری سے اترنا) – Going off track from intended path 18. *Assessment* (تشخیص) – Evaluation of knowledge or skills 19. *Benchmark* (معیار) – Standard point of reference 20. *Ageing* (بڑھتی عمر) – Growing older in population demographics 📢 *Attention Please!* We appreciate your commitment to acquiring knowledge through our summaries. Please be reminded not to remove the attribution label affixed to this article. It is crucial to acknowledge the source and the effort invested in creating this summary. We discourage any unauthorized distribution without proper credit. Thank you for your understanding and cooperation. 🔍 ⚡ *Explore More Summaries, Solutions, and Vocabulary Meanings* 💡 Join our WhatsApp Channel for timely and comprehensive summaries of the latest articles, along with well-crafted solutions and helpful vocabulary meanings. Click the link below to join now 🔗 [Dawn Article Summaries](https://cssmcqs.com/dawn-editorials-articles-summary-for-students-pdf-download/) *WhatsApp Channel Link*: [https://whatsapp.com/channel/0029Va7tT3o35fLnJeFbpS2y](https://whatsapp.com/channel/0029Va7tT3o35fLnJeFbpS2y) --- *dawn.com* *Language debate* *Neda Mulji* *5–6 minutes* WHILE the literacy rate in Pakistan hovers around 68 per cent, an alarming 77pc of school-going children cannot read fluently by the end of primary school. Given that children aged between five and 16 make up 44pc of our population, these figures have serious implications. How we educate our youngsters and what we teach them becomes all the more relevant as our ageing population leaves the workforce. Amidst the recent curriculum reforms and a revamp of competencies, the language of instruction debate remains unresolved. Traditionally, we have run multilingual education systems where pockets of communities have catered to the challenges of various ethnicities. We haven't been able to devise benchmarks according to global expectations, neither have we done justice to unique learning requirements. And so the struggle continues. With each school trying to incorporate some elements of English-language instruction along with translations into the mother tongue, coupled with textbooks that are mostly in English, there has been a chaotic derailment from learning outcomes. Nume­rous school teachers resort to instructing in the local language and expecting students to write answers and take assessments in English. Textbook content gets filtered largely because of translations, but more so due to the inability of teachers to break down learning into accessible goals. There are countries, such as Finland, that have achieved high academic performance while encouraging multilingual proficie­n­­cy. However, the critical tool to their success has been language immersion in English along with the study of other languages. Immersion is important to equip students in language skills. Our students take local and international board examinations in English, use technology in English, live in a country where the dominant legal language continues to be English and take up jobs where English language is a requirement for professional communication. They would need immersion to be equipped for the future. Immersion requires a balanced acquisition of the four core language skills — liste­ning, speaking, reading and writing in that sequence. Students are taught language thr­­­o­­ugh usage — not grammar drills. Stud­ents are encouraged to comprehend and communicate, not learn language rules. Tea­­chers do not resort to translation but, instead, tea­ch through context clues, prom­pting, questioning and monitoring understanding. Immersion can now be facilitated through videos that teach correct pronunciation and contextualise learning through visuals. Reading can be supported through digital programmes. However, with technology, the teachers' role is not diminished. Teachers must still create opportunities for students for speaking practice in the classroom, with clear goals and impactful feedback for guidance. Textbooks that meet the global criteria of language learning, coupled with the te­­a­cher's expertise, are paramount. Consis­te­n­­cy and reinforcement of the core skills, culturally sensitive content and assessments, age-appropriate levels of difficulty and a su­­pportive learning environment help dev­e­lop students' ability to absorb learning. Many teachers resort to giving instruction that is broken into multiple languages, perhaps in an attempt to elicit responses from students who have learned to stay qu­­iet and listen. This would be a coping mechanism at best — a desperate attempt to co­­m­­plete the unit or chapter in the given lesson time. Immersion requires active student participation in the language of instr­uction — in the language of the textbooks. If students learn to depend on the teacher to translate content, they are forever unable to engage with the content without a mediator. Tuition teachers and desperate parents then beco­­me the med­iators in a world where students have not lea­r­­nt to work independe­n­tly, nor learnt the tools to explore the content on their own. Now that we have technology to supp­ort language learning, it is all the more important to turn to immersion to equip students in English language skills. Digital literacy, along with language acquisition, can empower our students to pave the way for improved academic performance, especially as textbooks evolve to enable learning by combining print and technology. Language learning has also evolved to facilitate students through large language models, but these are subject to digital and creative skills as prerequisites. Besides, many marginalised communities will continue to struggle with lack of access. These can, however, be used successfully to help teachers enhance their own language instruction skills so they are better able to teach and develop their students' skills in the target language. The writer is an author, teacher educator and Fellow of the Higher Education Academy, UK. The views expressed are her own and do not reflect those of her employer. [email protected] X: @nedamulji Published in Dawn, June 11th, 2025
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