LANGUAGE BARRIERS IN EDUCATION:URDU VS ENGLISH VS REGIONAL LANGUAGES

Authors

  • Dr. Sarfraz Ahmed Khan Principal, Chakwal Superior Education & Skills College. Chakwal. Pakistan Author
  • Muhammad Farhan Master's in Regional and Global History Department of History National Research University – Higher School of Economics, Saint Petersburg, Russia Author
  • Ayesha Rasheed Department of Languages and Translation Studies, National University of Modern Languages (NUML), Islamabad, Pakistan Author
  • Tuba Masood Department of Languages and Translation Studies National University of Modern Languages, Islamabad, Pakistan Author

DOI:

https://doi.org/10.63878/qrjs457

Abstract

Language barriers in education significantly impact learning outcomes, particularly in multilingual societies where Urdu, English, and regional languages coexist. This quantitative study investigates the impact of language barriers in education by analysing the academic performance disparities among students taught in Urdu, English, and regional languages. Using standardised test scores, attendance records, and dropout rates from 50 primary and secondary schools, the research examines how the language medium affects learning outcomes. Statistical analysis, including regression models, reveals significant differences in performance based on the language of instruction, with students in non-native language classrooms (particularly English) facing greater challenges. The findings highlight the need for evidence-based language policies to improve educational equity.

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Published

2025-09-26

Issue

Vol. 2 No. 3 (2025): Qualitative Research Journal for Social Studies

Section

Articles

How to Cite

LANGUAGE BARRIERS IN EDUCATION:URDU VS ENGLISH VS REGIONAL LANGUAGES. (2025). Qualitative Research Journal for Social Studies, 2(3), 1388-1398. https://doi.org/10.63878/qrjs457