AT a recent teacher training event, when asked how they teach English grammar, several participants said they “explain everything in Urdu because students won’t understand otherwise”. This mindset, while pragmatic, undermines the goal of language acquisition and reflects a lack of pedagogical expertise which leaves thousands of children struggling to engage with content in their academic subjects.

In Pakistan, English-medium schools come with the promise of equipping students with future skills. Reading and comprehension lie at the core of success in all subjects, critical thinking, problem-solving and digital capability. Yet, we are not able to develop these skills in any language. In theory, English-medium schools are expected to immerse students in English to build proficiency across subjects. In practice, however, many teachers revert to code-switching or full reliance on first languages due to their own limited command of English.

For example, in a Class 5 science class in an urban public school, a teacher may read a textbook paragraph in English but immediately translate it into Urdu, explaining concepts entirely in the local language. While this makes the lesson temporarily accessible, it prevents students from developing the........

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