ROLE OF URDU COMPETENCY ON ENGLISH PROFICIENCY OF ENGLISH LEARNERS AT THE HIGHER SECONDARY SCHOOL LEVEL

Ullah Azmat; Kaleem Sobia

Authors

*Dr Azmat Ullah Institute of Education & Research (IER), Gomal University, DIKhan, KPK, Pakistan (Corresponding Author). , Gomal University
Dr Sobia Kaleem Institute of Education & Research (IER), Gomal University, DIKhan, KPK, Pakistan. , Gomal University

Keywords:

Urdu & English Competency; Higher Secondary School; L2 Acquisition & Translanguaging; Bilingual Education; Language Competence.

Abstract

The present study aims to explore the contribution of Urdu to English among higher secondary school students. The main aim of this study was to explore the correlation between Urdu language competence and English language competence and to test the extent to which Urdu competence predicts English performance in relation to other factors. In this respect, a quantitative correlational research design was followed, and students of higher secondary schools were selected for collecting the data, using standardized test of Urdu competency and English proficiency. Data collected were analyzed descriptively, by simple correlation (Pearson correlation) and linear regression and analyzes employing the SPSS software. The results indicated that students' Urdu competency scores were relatively high as compared to English proficiency scores. A significant and positive correlation was found between Urdu competency and English system and regression analysis results showed that Urdu competency accounts for a significant portion of variability in learners' English proficiency levels. The findings confirm the Linguistic Interdependence Hypothesis, in which the positive role of L1 competence in L2 learning has been claimed. Based on the above findings, it is concluded that Urdu competency is important to enhance English language learning among the higher secondary school students and for this, teachers are recommended to use a bilingual teaching approach that involves the use of students' Urdu competency to achieve English.

D.O.I. https://doi.org/10.5281/zenodo.23042796

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References

students’ performance in English. This reflects the theoretical perspective of first language skills as a base for second language skills, which is explained in Cummins' Linguistic Interdependence Hypothesis, and is also in line with recent research that has shown how important the role of bilingual literacy and translanguaging is for language learning. Thus, it can be inferred that students with good reading, writing, vocabulary and comprehension skills in their mother tongue (Urdu) are more likely to be competent in English. On the other hand, English competency is also determined by some other factors like teaching methods, exposure to English and learning environment, which means that English competence does not solely depend upon Urdu competence. In summary, the findings of the study underscore the importance of incorporating and enhancing Urdu language skills as a complementary element to enhance English language learning outcomes in higher secondary education.

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