This article descriptively unfolds the socio-academic perceptions of white-collar parents about the superiority of English medium over Urdu medium schools. An opinionnaire containing twenty-five opinion items was administered to fifty parents who send their wards to popularly known as English medium schools. The results of the study show that the majority of parents are fearful about the socio- academic or professional future of the children if sent to Urdu medium schools, which are either in the public sector or known as Galli/mohallah schools having eye-catching names. The study unfolds that a majority of parents themselves studied at Urdu medium schools, which, according to them, were once capable of catering to the multi-faceted needs of the students. Hence, the study invites the attention of the policymakers to address the issue and try to bring back the lost glory of the Urdu medium/public sector schools, which may guarantee the socio-economic future of students.
The Pandemic COVID-19, though challenged systems but provided them with opportunities to address languages them. Pedagogical innovations were put forward, and traditions also paved the way for learning. This article describes the effectiveness of the mixture (bilingualism) of Urdu and English that how it helps the undergrads (major is English) to develop an understanding of the content knowledge and further various skills. The study was focused on 140 undergrads of a public sector university to get their feedback on the best possible language-speaking practices for enhancing content knowledge and skills. The study, based on the results of a shared questionnaire, concludes that for online teaching, the blend of Urdu and English languages is more helpful instead of the monolingual approach to improving literary and linguistics areas. It also recommends that this can also be practised during face to face teaching to realize the objectives of the academic programs.
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