UZMA ALEEM discusses how absence of formal teaching of Punjabi language proved a hurdle in educational and economic prosperity.
“I was trying to teach a preschooler of Sheikhupura an Urdu Quida and the young kid was constantly making the same mistake, which I had been observing from last 26 years of my teaching career. Usually the under-five kids of primary schools learn basic Urdu and English Quida in such way Meam Kukari instead of Meam Murghi and C for sitta instead of C for Corn,” When a primary school teacher Waris Ali Gill, who has been teaching for more than 25 years in government schools, said these words during gossips with his friends, all of his friends burst into laughter. And the most important and serious issue of education in Punjab was brushed aside by that primary school teacher and his friends as it has been happening for half of a century by the policy makers of education. Confused policy makers of education sector has confused our kids for their learning process
Dr. Shaista Nuzhat, director of Punjabi language, art, and culture said, “if we sincerely want to raise the ratio of literacy in country then we should not adopt any foreign language because education does not mean that we should know how good we can speak a foreign language. Actually language is a mean to impart education and it is vehicle for communication. But it is dilemma of education system of Punjab that it emphasizes on foreign language acquisition.” She added, “when a under five children gets admission in school and starts learning, the major emphasis of teachers remains to divert the toddler from his or her mother tongue and teachers start teaching him or her in language which is not spoken in his surroundings and at his home. Consequently confused education system transfers confusion to the toddler and he or she in his or her bewilder ness pronounces C for sitta and meam Kukari. These bewilder ness build up till graduation level and the emphasis on acquisition of foreign language gives pass percentage in fractions.
While taking to Sunday Plus Rubina Sheikh, a linguist, said, “if we teach our kids in their mother tongue (in most of the cases their regional language) which the kids acquire first then the process of learning would be quick, literacy rate would increase and eventually the dream of semblance of sustainable educational progress could come true.”
Over the course of the fieldwork it was seen that in most schools, especially in the rural areas, teachers were resorting to the students’ primary language to explain even relatively simple concepts. Yet, in Punjab the students’ primary language is not formally taught even as a subject in the critical initial years of schooling although in rest of three provinces of Pakistan one compulsory subject in regional languages of these provinces is formally taught. It is worth to be noted that 3285218 children of Sindh, 2358818 children of NWFP, 619528 children in Balochistan are studying one compulsory subject in their regional languages at primary level. Though in all of these provinces medium of instruction is not their regional languages but when the children in these provinces are taught at least one compulsory subject in their primary language then the learning process automatically fixes most of the learning riddles at their vital age of learning. Whereas it is irony of the fate that in Punjab 6040147 children, enrolled at primary level, are forced to learn in a language that is not spoken in their surroundings and at their homes. Experts of formal education have come to the conclusion that although children have the capacity to learn multiple languages but their native language provides the best and most natural way to relate to their surroundings, things and ideas. On the other hand, a slower development of learning skill is observed when a second or third language is used as the medium of education in primary schools then the mother tongue spoken at home. It is believed that the use of Urdu as the medium of instructions in schools is the main cause of low literacy rate in Punjab despite the provision of free books, free education and incentive of Rs. 200 to each student of government schools.
Medium of instruction is one of the main impediments of educational development that further hinders economic growth and development of civil society. It is time to carefully examine the nexus between language, literacy and education in Punjab and to devise a policy that does justice to the complexity of the issue. Successive steps are required to raise the literacy rate in Punjab while introducing regional language at primary level. Firstly, a compulsory booklet in Urdu language about Sufi’s of Punjab and Punjabi culture should be introduced at primary level. Secondly, a compulsory textbook of Punjabi for all classes should be included at primary level. Thirdly Medium of instruction should be made Punjabi it would make the learning process so easy. Moreover the drop out ration from primary level would surely reduced in fractions. It is worth to mention that Punjabi language and literature is offered as an optional subject at secondary and middle level in Punjab but this is not taught in any school of province. However every year a considerable ratio of students is opting Punjabi as an optional subject for their matriculation examination having non-existence of any teaching facility, for instance during the current year 2008 the number of the students, who opted Punjabi in their matriculation level examination, was 162,351. Teachers for imparting education in Punjabi language should be hired. Every year 7000 to 9000 students are getting Masters degree in Punjabi language and literature from university of Punjab, they can be recruit as teachers of Punjabi. Now it is evident that students are willing to learn Punjabi and trained teachers are also there to impart education. Now effective educational policies are required to bridge gap between students and teachers. These steps will stride out the educational and economic growth and it would eventually develop the societal system of Punjab. #
