The concept of globalization has been introduced due to technical advancements that has made the world a global village. The world as is now has never been before; it is now a world where multicultural societies have developed, trade and transactions are made between countries, technology reaches every part of the world, and internet has connected every possible idea, opinion, person, and commodity with the rest of the world. In this world of globalization, education has taken a central role, as without education globalization cannot be germinated. Education is a national issue and as such, each country has its own educational policies that are emblems of that country's cultural values, belief system and historical realities. Nevertheless, the globalized world demands for multiculturalism, and commonalities amongst communities to be promoted so as to bring the world closer to accepting cultural diversities and celebrating commonalities. For these aims, educational institutions become institutions for promoting globalization by introducing various cultural and traditional beliefs to the new generation. Recently, globalization has become a popular subject of debate in national and international circiles. Globalization links individuals and institutions across the world through economic forces, digital technologies, and communication. It is moreover subjected to higher living standards, international affiliations, and multiple types of freedom. However, a major part of the world consists of under developed countries where technological advancements, communication, trade and commerce along with other economic activities are not enough to support them to be a part of the global society.
The prime purpose of this study was to explore a correlation<br />between bilingual instruction in an ESL class and the class<br />performance of the ESL learners at the secondary level. Quantitative<br />research method was used to evaluate the test performance of 60 ESL<br />learners divided into two groups: One was the controlled group (which<br />was given instructions in L2 only) and the other was the treatment<br />group (which was given instructions in both L1 and L2) in Public<br />School settings. Apart from the students, 15 language teachers’ feedback<br />upon their perceptions of L1 usage in L2 classrooms was taken<br />by using the Likert scale feedback forms. The results confirmed that<br />the instructions given bilingually are directly associated to improved<br />learner outcomes and teachers’ responses for the usage of L1 in<br />classrooms showed a strong positive response.
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