Submitted to: Dr.

Mushtaq

Submitted by: Umme kalsoom

Topic: Diagnosing learning difficulties of English medium students at primary

level

Introduction

Diagnostic assessment provides an opportunity to reflect on students thinking, strength, and

weaknesses. They can provide useful insight into student learning, although interpreting the
information they produce requires a degree of professional judgement from teachers, as
there are many reasons, why students might answer a question in a particular way (Black, &
Wiliam, (2009).

Teaching English as a foreign language is always difficult. When it comes to places where
English serves a very limited purpose, teaching and learning become more important and
libraries. Despite sound planning, targeted curriculum, appropriate textbooks, qualified
teachers and effective administration, sometimes the teaching learning process does not
seem to be ineffective, especially when skills development is not as satisfactory as it should
be. In this context, an investigation prove very helpful to find out the real causes and
develop some fruitful and compatible strategies for teaching as a foreign language. It is
widely believed that poor results in English are mainly due to the traditional approach to
teaching English at school. In this situation, the concept of hybrid teaching can prove to be
at least helpful, especially if all attempts to improve the situation of English remain
unsuccessful or ineffective (Abbad Aziza, 1988).

According to the guidelines of American Council on Teaching of Foreign Languages (ACTFL),

learners with moderate to severe difficulties in English may find it very hard to meet the
foreign languages requirements. Learners who face the most severe difficulties are those
who have experienced spelling and reading complexities in their local languages at their
early education level. There are number of errors students do in their work during learning
( Harmer, 1998).
They face grammatical difficulties as content problems, correct use of verb, sentence
structure, difficulties in use of conditional sentences, lack of vocabulary and punctuation
marks etc. The difficulties that are often faced by elementary school students in facing
English learning are difficulties in understanding text and in understanding language skills.
Even though students who do not like English lessons can experience low English learning
due to various problems. One of the problem in learning English is the opinion of most
students that English is a difficult and boring subject, so that many students do not like
English lessons and even make English as one of the lessons that have difficulty
understanding the material presented and have an impact on its low English learning
achievement.

In addition, students are weak in understanding conversations they hear in English and have
weak ability to express themselves in writing. This led to an increase in English language
learning disabilities among students and had a major impact on children’s future their social
and professional lives and psychological stability. Such as a phenomenon requires a
comprehensive, careful and insightful consideration of the familial, social and economic
factors that interact with the preparations, tendencies and psychological tendencies of each
individual student. It is also important to avoid arbitrary judgements and tolerant
tendencies, such as the misconception of some teachers and parents that learning
disabilities are linked to misunderstanding and mental retardation. Therefore, this problem
promoted the researcher to examine and identify the main reasons for student's learning
difficulties in English, including those related to language skills learning (Musaed, 2018).

Basically, learning difficulties are due to two factors. The first is the internal factor, which
include affective factors such as motivation, self-confidence, self-esteem and attitude.
Secondly, the external factors that come from socio-cultural elements, such as teachers,
teaching material and classroom culture.

There are also some variables that influence student’s ability to learn a second language. It
defined in two facets of the affective domain of second language acquisition. The first of
these is the intrinsic side. This the internal factor that enters a person when learning a
language. Furthermore, the extrinsic factors are the second facet. These are the factors
arising from socio-cultural variables surrounding the learners. It requires learners to adopt
the same social approach to learning a second language alongside culture. Finally, failure to
consider and ignore both factors when teaching will Create learning challenges for
EFL( English as a Foreign language)/ESL(English as a Second language) earners, and students
could experience serious learning difficulties and cause them to become frustrated or
discouraged in school and learn more slowly (Brown, 2001).
There is a clear evidence of students’ weakness in English language as students cannot
speak English and their ability to understand and understand to written texts is also weak
(Minshar, 2020).

In the classroom, teacher use a variety of assessment tools to maintain accountability. Such
assessment may, however, not be sufficient in generating the essential and precise
information about each student’s strength and weaknesses. While diagnostic assessment
which is uased to discover a learner’s specific strengths or weaknesses (ALTE, 1998).

The English language occupies a central place in contemporary life around the world beyond
its multicultural and multilingual context. English is not only a compulsory subject in primary
and secondary education and at universities, but also serves as the language of instruction
at all levels. It is invariably essential for a school-level child to learn English as a second
language (Sindkhedkar, 2012).

Problem Statement :

The purpose of this study to determine and address the unique learning difficulites faced
by English medium primary students have in order to provide early intervention and
specialised support to enhance their academic performance and language competence.

Objectives:

• To identify specific learning difficulties of English medium students at primary level.

• To determine the students proficiency level in English language skills.

Methodology

This study is a qualitative overview to provide detailed and comprehensive information

about Eanglish learner’s learning difficulties. The data was collected from various research
articles and literature review to find out the areas students need improvement in learning
English.
Significance

Diagnosing learning difficulites in English medium primary students in order to provide early
detection, professional support and enhance educational outcomes. Timely identification of
difficulites guarantees a solid base in language proficiency, promoting self assurance and
scholastic achievement, and laying the groundwork for lifetime learning.

Literature Review:

A person's capacity to learn can be affected by a variety of conditions, collectively reffered

to as learning difficulties. Individuals with difficulties with learning may struggle with math,
reading, writing, or other academic subjects. They might also struggle with other cognitive
abilities like organization, memory, and attention. Many variables, including genetics, brain
injuries, and environmental factors like trauma or poverty, can contribute to learning
difficulties. People of all ages and abilities may be affected by them, and they can be mild or

severe (American Psychiatric Association 2013). The difficulties that English-medium

students encounter can be define in learning and using the language as a teaching tool are
are known as learning difficulties. All areas of learning, including speaking, writing, listening,
reading and maths may be impacted by these challenges(Akbari, & Mahmoodi, 2016).
Students face difficulties when learning English as a second language; this is a complex issue
that require well-thought-out, multifaceted solutions. They also encounter additional
difficulties in developing the abilities required for reading comprehension, like quick word
recognition and a large vocabulary. They require an educational approach that addresses
their weaknesses head-on and increases their language proficiency (Nuruzzaman, Islam &
Shuchi, 2018).

Linguistic map of Pakistan

Determining the boundaries between languages is a complex task in Pakistani society since
it is an amalgamation of numerous languages and cultures, each with a variety of dialects.
Every Pakistani province has one or more widely spoken core languages, and English has an
iconic status because of its ties to the country's elite, which has made it a popular language
(Haque, 1993, Rahman, 2002 & Rahman, 2010). Political factors played a role in the
decision to promote English language learning in Pakistan. The government promised to
provide special institutional arrangements, but the lack of a suitable educational framework
prevented the programme from being implemented as planned (Shamim & Rashid, 2019).
The government created a solgan to give every student to chance to learn English as a
potential tool, but sadly, institutional limitations and a shortage of qualified teachers make
it difficult to put the policy into practice (Jadoon, 2020). Thus, English language instruction
and learning continued to be a top priority for all Pakistani governments (Shamim, 2008).

Common Signs and Symptoms of learning difficulties in English language:

Reading

. Difficulty decoding words: This can involve having trouble recognizing sight words or
combining sounds to form words (Ehri & McCormick, 1998).

. Slow reading speed: Those who struggle to learn the English language may read much
slower than their peers (Hoover & Gough, 1990).

. Poor reading comprehension: Individuals who struggle with learning the English language
may find it difficult to comprehend what they read. This could be the result of having
trouble understanding words and sentences, or having trouble decoding words (Perfetti &
Kamil, 2009).

Writing

. Spelling difficulties: Individuals who struggle to learn the English language may find it
difficult to spell words correctly. This could be the result of problems with the English
spelling system or phonological awareness (Ehri & McCormick, 1998).

. Grammar difficulties: Individuals who struggle to learn the English language may find it
challenging to understand English grammar rules. This could make it challenging to read and
comprehend what they have written (Snow & Swan, 2000).

. Thinking problems: Individuals who struggle with the English language may find it
challenging to arrange their ideas logically. Their writing may become challenging to read as
a result (Graham & Harris, 2003).

Speaking and listening

. Pronouncing words incorrectly: Individuals who struggle with learning the English
language may find it challenging to pronounce words correctly. This could be the results of
issues with the English sound system or phonological awareness (Ehri & McCormick, 1998).

. Difficulty understanding spoken English: People who struggle with the English language
may find it difficult to understand spoken English. This might be brought one by problems
with vocabulary and grammar in English, or by problems with auditory processing
(Scarborough & Dobrich, 1994).

. Fluency in speaking English: Individuals who struggle with language acquisition might
discover it hard to speak English well. This could be the result of trouble organizing and
delivering speech (Miller & Schmitt, 2016).

Importance of Grammar in learning English language

Collingwood (1925) illustrates how learning grammar is imposssible without using it. In
comparison to the philosophy of art, Collingwood highlights the significance of doing before
attempting. This is also quite relevant to learning grammar. Nowadays, communication with
grammar gradually loses its authenticity. Grammar began to oppose that circumstance, as
noted by Praise & Meenakshi (2015), otherwise there would only be a naive theory of
language. Chin (2012) conducted a study in which participants' observations have been
recorded to illustrate their attitudes regarding the significance of grammar instruction. The
participants thought that grammar instruction was crucial to learning a second language.

The majority of students disliked studying English grammar in the classroom. Unless they
wanted to improve their mother tongue, they didn't need to learn the grammar of the
target language is the requirement for learning a second language. Grammar's significance
was not downplayed or overlooked (Kumar, 2013). According to Benny (2013), students who
studied English gained vocabulary and enhanced their grammar. Ellis (2002) discussed
"Noticing". It was observed that students focus on both the form and meaning of language
structures, which aids in understanding grammatical rules (Batstone, 1996, cited by F.J.
Noonan, 2005). Grammar proficiency prevented the learner from being misinterpreted.
According to Koshtip (2011), who was cited by khushnul (2013), students who paid attention
to grammar improved their english, lending support to this idea. Therefor, the primary focus
of this study was on student's knowledge of vocabulary growth and gramma.

The overall environment that affects elementary schools neither supports nor discourages
learning English. The student learns Urdu in every subject and communicates in the
language with the teachers and administration of the school. There is only forty five minutes
left in class to learn English, and majority of that time is spent studying Urdu. Comparatively
speaking to other study subject, the amount of time allotted for learning English is
extremely short, which is obviously insufficient for students to practice and master the
language (Abdel Moneim, Tharwat Mohamed, & Hamada, Taghreed 2009).
Factors influencing learning difficulties in English language

Studies on the subject of second language acquisition have identified a number of factors
that may be crucial for promoting better outcomes. A portion of the factors are internal to
the students they have to do with their beliefs, attitude, and goals; other are related to the
more practical role that English plays in education; still other are very practical in terms of

how English is taught and acquired. The factors that affect learning English as a second
language in Pakistan can be divided into following categories:

Internal factors: Internal factors, are those that a learner brings with them to a particular
learning context, such as age, personality, motivation, experience, and mother tongue.

External factors: External factors, which include the specific language learning environment,
such as curriculum, instruction, culture and status, motivation, and availability of native
speakers.

Citing Lantolf (2010), Putman (2011), Jabeen & Akhtar (2013) made the point that language
acquisition is fundamentally a social try rather than something that can be done alone.
Studying all these factors for research is fascinating, at least in part because most people in
Pakistan receive their education in an environment that is opposed to learning.

Significant additional factors also play a role:

Affective factors: Affective factors, which include motivation, self-worth, anxiety, attitudes,
and empathy.

Cognitive factors: Cognitive factors on the other hand, include thinking, attention, memory,
aptitude, intelligence, and interest (Krisi, Nagar & Knoll, 2020; Adwani & Shrivastava 2017).

Contextual factors: Contextual factors can be examined from the perspective of language,
the learner, and the learning process. The differences in language between the two
languages, students' proficiency in their mother tongue, their knowledge of a second
language, the dialect of their mother tongue, the place of the students' language in the
community, and the attitude of the public towards the students' are all considered language
related factors. Peer pressure, the presence of the role models, and home support are
factors related to learners. In contrast, classroom interaction, motivation, and learning
styles are factors associated with the learning process.

Language barriers and cultural differences

The fact that the students body of English language learners is not homogeneous is by now
well established. Their backgrounds are different in terms of sociolinguistic, cultural, and
economic backgrounds. Despite this circumstance, the methods of instruction continue to
be uniform. The same textbooks and instructional strategies are used by the students. They
follow the same curriculum and timeable and work through the same material at an equal
pace. The same tests are given to them yo evaluate their knowledge. It makes sense that
there would be homogeneity because it is always simpler to hold onto uniformity than to
accept differences. Furthermore, the goal of the majority of education policies is to provide
everyone with the same education, although this so-called equality in education is not
advised. It is now essential that we begin to reconsider the current approach to teaching
English. Making the required adjustments is now vital in order to address the current
disparity between unity and diversity before it causes further harm to an increasing number
of teachers and students.

Some of the main problems that would crop up due to the language barriers and cultural
differences are discussed below.

Culture and Language

Learners of English as a second language bring special knowledge and experiences from
their first language and culture to the classroom. There is very obvious part of it (clothing
and food), but there is also a very subtle part. For example, students from diverse cultural
backgrounds may hold varying opinions about the importance of education and about
classroom behavior, such as student-teacher interaction. Since students from different
cultures may not have the same cultural experiences necessary to understand a particular
text, it may also have an impact on how well they understand a given piece of content. Even
how a student learns English may be influenced by their mother tongue.

Age and Educational Background

Age is a significant factor in learning a second language, in addition to culture and language.
Studies reveal that learning occurs differently in children and adults. Various age groups of
learners require various approaches and methods of instruction. Therefore, the methods
used to teach languages must be suitable for each group. The diversity of students in today's
classrooms makes it impossible for a teacher to assume that every student has the same or
even comparable educational background. One student might come from an extremely
wealthy family, while the one in front of him might come from a very low income. Another
might come from a well-educated household, but his friend's parents might not have any
formal education.

Socioeconomic status

Student's socioeconomic status has an impact on their acquisition of the English language,
just like all the other factors. Some of them would come from extremely low income homes,
making it impossible for them to raise or support their children at home. These children
won't receive extra attention from their homes in terms of education. The student may be
responsible for looking after the other sibling in situations where both of his or her parents
work late. A fractured family would fall into another category and cause him to experience
psychological trauma. This has the potential to completely alter their perspective on
learning in addition to having an impact on their acquisition of a second language.

Challenges and issues in diagnosing English learning difficulties

Lack of qualified teachers

Numerous official documents have identified problems, including the absence of qualified
teachers who are fluent in English and pertinent learning resources (Aly, 2007; Jalal, 2004).
The primary challenge is that, in primary schools, English is typically taught as score subject
without consideration for the qualifications of the teachers. There is a severe lack of
certified and experienced teachers, according to several studies (Nawab, 2012; Bashiruddin
& Qayyum, 2014).

Language proficiency deficiencies

One of the challenges facing researchers in the field of teaching and learning English
generally is the issue of students' language proficiency deficiencies. The amount and quality
of resources,including human resources, allotted for teaching and learning differs greatly
amongst Pakistani schools, not only in terms of how much English is used in the classroom
(Rahman, 2002, 2004). Pakistan and other post colonial states indicates how poorly English
is taught and learned, as well as how poorly other content subjects are taught using English
as the medium of instruction a language in which neither teachers nor students are
proficient enough.

According to Mansoor (2003), many teachers struggle with the same issues that students do
with their limited command of the English language. The reason for this is that many
teachers bring their language deficiencies from their time as students to their teaching
profession, as the majority of them are graduates of nearby universities. This situation has
fallen out of control. Students with poor English proficiency graduate, become teachers, and
instruct other students who struggle with language (Mansoor, 2005).

Large class size issue

Large class sizes in Pakistan (Khan & Khan, 2016) and around around the world (Shamim,
2012) are another challenge that has been mentioned in relation to English language
learning. These classes make it difficult for teachers to implement learner-centered teaching
or to complete group projects (Hoque, 2009). Control and discipline are other challenges
associated with large-sized classes, particularly when speaking activities are taking place in
the classroom (Littlewood, 2007).

Khan, (2017) studied Pakistan's reasons for English language learning failure. They
discovered a number of causes for this poor performance. They found that teaching English
presented a problem. The study conducted by Khan & Khan (2016) examined the barriers to
English learning in Pakistan and discovered that one of the main causes of these difficulties
is the size of the classrooms. The needs of the students were not taken into consideration
when designing the syllabus. The curriculum needs to be completely revised, with creative
exercises included.

Lack of motivation

Encouraging students is another problem that has been identified, especially in rural areas
where kids rarely find use for the English they learn (Kam, 2002). According to (Bilal, 2013)
include creative activities in the syllabus to encourage students to learn English. Ahmed,
claimed that motivation is necessary for learning English. An important issue in learning
English is motivation. Pupils who are highly motivated to learn the English language will be
successful in any academic setting.

Having trouble in pronouncing and speaking

A study on difficulties speaking English with L2 learners at Pakistani rural schools was carried
out by Bilal, (2013). A questionnaire was utilized to identify the issues. Information gathered
from fifty male and female primary secondary and upper secondary students. It was
discovered that students struggled with speaking skills. In Pakistan, students still struggled
with confidence despite eleven years of English study. In order to pass the exam, they had
to learn how to write a critical evaluation of the authors on their syllabus in English. Our
examination system does not require oral proficiency tests. The English syllabus needs to be
corrected because it only taught language forms and did not foster students' creativity.
According to study, the key to solving these issues is having a well-planned curriculum,
qualified teachers, and a speaking environment in the classroom.

Akram & Qureshi, (2012) conducted a study on the subject of difficulties in English
pronunciation Schooling in Pakistan. Teachers were asked to complete questionnaires, and
SPSS software was used to analyse the data using fundamental statistics. The study
demonstrated that students required specialised instruction, particularly in sound
identification and the difficulties associated with producing and expressing these sounds.
The study found that in order to help students pronounce words correctly, English and serve
as role models for the students.

Importance of Parental involvement in diagnosing English learning difficulties

Parental involvement increases their children's attendence at school (Epstein & Sheldon,
2002), their behaviour in the classroom (Sheldon & Epstein, 2002), and their ability to
complete their self-study assignments politely (Keith, Torutman, Bickley, Trivette, & Singh,
1993). There is still widespread consensus that increased parental involvement positively
correlates with academic success.

Parental participation refers to how involved parents are in their children's education, both
at home and at school. The majority of parents are very involved in their children's
education; they regularly lend a helping hand to their kids in the classroom, maintain
constant communication with the teacher or teachers, assist their kids in completing their
assigned tasks, and are aware of their child's strength and weaknesses. The inability to
understand or communicate in English, reluctance to participate in English language tasks
are some of the indicators of ELDs that parents may notice in their children at home.
Parents can assist in early identification of potential ELDs by sharing their observations with
teachers (Derrick Meador, 2009).

Parental involvement is an important component in improving students' learning and

academic performance. Parents are more likely to be aware of their elementary children's
academic progress if they actively participate in their education and engage in school-
related activities. However, a lot of Pakistani students struggle with English learning
difficulties which can be detrimental to both their general well being and academic success.
It is essential to identify and treat English learning difficulties early in order to avoid long
term social and academic effects. In primary education, parental involvement is crucial to
the diagnosis and support of students with English learning difficulties. Assisting your child
with the tasks that their teachers assign at school is the first step in supporting their
learning. Parents can help elementary children succeed in school by regularly accompanying
them on weekend picnics, assisting them with their English and science projects, and
monitoring their progress and outcomes.

Chapter no 3:

Analysis:

The text presented addresses a number of topics pertaining to learning challenges in the
context of learning english, specifically in Pakistan’s educational system. It highlights the
complex interplay between learning difficulties and issues with speaking, writing, listening
and reading. It is agreed that Pakistan”s linguistic landscape is complex, reflecting the
variety of languages and cultures that exist there.
Even with its iconic status English still has problems being implemented in the educational
system because of things like institutional constraints and a teacher shortage. Grammar’s
importance in learning English is emphasized with a focus on how it affects understanding
and communication.the book also explores external elements like the language learning
environment and internal aspects like motivation that affect learning challenges.

The influence of socioeconomic variables, cultural disparities and language hurdles on the
acquisition of the English language is investigated. Large class numbers, low language
competency, a lack of enthusiasm and a shortage of experienced teachers are some of the
obstacles to diagnosing learning issues. The role of parents in early diagnosis and
intervention is highlighted, along with the significance of parental engagement in diagnosing
and assisting students with English learning challenges.

All things considered, the book offers a thorough analysis of the difficulties and variables
affecting English language acquisition in the Pakistani context, covering problems at the
individual, institutional, and social levels.

Conclusion:

In this study I conclude that difficulties associated with learning English in Pakistan’s
educational system shows a complicated picture characterized by a lack of teachers
institutional limitation limitations, and the intricate interaction of socioeconomic, linguistic
and cultural variables. The emphasis on grammar’s importance highlights how essential it is
to understanding and communicating.

References:

Al-Khawaldeh, M. A. (2022). INVESTIGATING TEACHERS PERCEPTION OF THE REASSONS OF

LEARNING DISABILITIES IN ENGLISH LANGUAGE. Imagens da Educação, 12(1), 01-18.

Abbad, A. T. (1988). An analysis of communicative competence features in English language texts in

Yemen Arab republic. University of Illinois at Urbana-Champaign.

Adamba, C. (2018). Effect of school electrification on learning outcomes: a sub national level analysis
of students’ pass rate in English and mathematics in Ghana. Educational Research for Policy and
Practice, 17, 15-31.
Adwani, P., & Shrivastava, S. (2017). Analysis of factors affecting second language
acquisition. International Journal of Social Sciences and Management, 4(3), 158-164.

Aly, J. H. (2007). Education in Pakistan a White Paper revised-document to debate and finalize the
National Education Policy. Retrieved December, 19, 2018.

AMMAR, A., Naveen, A. L. I., FAWAD, A., & QASIM, K. (2015). Language policy and medium of
instruction issue in Pakistan. Acta Linguistics Asiatica, 5(1), 111-124.

Bashiruddin, A., & Qayyum, R. (2014). Teachers of English in Pakistan: Profile and
recommendations. NUML Journal of Critical Inquiry, 12(1), 1.

Comer, J. P., & Haynes, N. M. (1991). Parent involvement in schools: An ecological approach. The
Elementary School Journal, 91(3), 271-277.

Ciofalo, J., & Wylie, C. E. (2006). Using diagnostic classroom assessment: one question at a
time. Teachers College Record, 108(1).

Melitz, J. (2016). English as a global language. In The Palgrave handbook of economics and
language (pp. 583-615). London: Palgrave Macmillan UK.

Tanoli, M. A., Khan, M. I., & Majoka, M. I. (2021). English as Medium of Instruction at Primary Level:
Problems Faced by Teachers and Students. sjesr, 4(2), 167-174.

Yuliatuty, K. Q. (2013). Maintaining students’ Speaking Fluency through Exhibition Examination in

Sociolinguistic Studies. Advances in Language and Literary Studies, 4(2), 13-15.
Ehri, L. C., & Wilce, L. S. (1987). Cipher versus cue reading: An experiment in decoding
acquisition. Journal of educational psychology, 79(1), 3.

References

Ciofalo, J., & Wylie, C. E. (2006). Using diagnostic classroom assessment: one question at a
time. Teachers College Record, 108(1).

Al-Khawaldeh, M. A. (2022). INVESTIGATING TEACHERS PERCEPTION OF THE REASSONS OF

LEARNING DISABILITIES IN ENGLISH LANGUAGE. Imagens da Educação, 12(1), 01-18.
Abbad, A. T. (1988). An analysis of communicative competence features in English language texts in
Yemen Arab republic. University of Illinois at Urbana-Champaign.

Tanoli, M. A., Khan, M. I., & Majoka, M. I. (2021). English as Medium of Instruction at Primary Level:
Problems Faced by Teachers and Students. sjesr, 4(2), 167-174.

Comer, J. P., & Haynes, N. M. (1991). Parent involvement in schools: An ecological approach. The
Elementary School Journal, 91(3), 271-277.

Adamba, C. (2018). Effect of school electrification on learning outcomes: a subnational level analysis
of students’ pass rate in English and mathematics in Ghana. Educational Research for Policy and
Practice, 17, 15-31.

Adwani, P., & Shrivastava, S. (2017). Analysis of factors affecting second language
acquisition. International Journal of Social Sciences and Management, 4(3), 158-164.

Yuliatuty, K. Q. (2013). Maintaining students’ Speaking Fluency through Exhibition Examination in

Sociolinguistic Studies. Advances in Language and Literary Studies, 4(2), 13-15.

Bashiruddin, A., & Qayyum, R. (2014). Teachers of English in Pakistan: Profile and
recommendations. NUML Journal of Critical Inquiry, 12(1), 1.

Aly, J. H. (2007). Education in Pakistan a White Paper revised-document to debate and finalize the
National Education Policy. Retrieved December, 19, 2018.

Melitz, J. (2016). English as a global language. In The Palgrave handbook of economics and
language (pp. 583-615). London: Palgrave Macmillan UK.

AMMAR, A., Naveen, A. L. I., FAWAD, A., & QASIM, K. (2015). Language policy and medium of
instruction issue in Pakistan. Acta Linguistica Asiatica, 5(1), 111-124.