Socio-Cognitive Barriers in Adopting English as a Medium of Instruction in Pakistani Secondary Schools: Challenges and Stakeholder Perspectives

Abstract

This exploratory study examines the socio-cognitive constraints influencing the implementation of English as the Medium of Instruction (MoI) in secondary schools in Pakistan. The study adopts a qualitative research design, utilizing semi-structured interviews and focus group discussions to gather insights from 12 head teachers, 12 English subject teachers, 12 parents, and a group of secondary school students from public schools in Gujranwala. The findings reveal several critical challenges, including inadequate teacher training, students’ low confidence in using English, cultural barriers, and limited parental support. These factors significantly hinder the effective adoption of English as the MoI, affecting both teaching and learning outcomes.
A major concern highlighted by participants is the insufficient proficiency of teachers in English, which limits their ability to deliver lessons effectively. Moreover, parental involvement in language-related decision-making remains minimal, reducing the support students receive at home. To address these issues, the study proposes key recommendations, including reforming teacher education programs to enhance English proficiency, implementing strategies to boost students’ confidence in using English, and actively engaging parents in discussions regarding language policies. These measures can contribute to a more effective and inclusive implementation of English as the MoI, ultimately improving the overall educational experience for secondary school students in Pakistan.