Exploring bilingualism as a pedagogical tool for enhancing English language teaching: a case study of Pakistan's intermediate colleges

Muhammad Arshad; Nazish Khan; Syed Naeem Ahmed

doi:10.47264/idea.jhsms/5.2.6

Authors

Muhammad Arshad Department of English, Govt. Khwaja Farid Graduate College, Rahim Yar Khan, Pakistan. https://orcid.org/0000-0001-8283-4110
Nazish Khan Daanish School, Girls Campus, Rahim Yar Khan, Pakistan. https://orcid.org/0000-0002-1808-1131
Syed Naeem Ahmed Faculty of Language and Education, Royal Commission Colleges and Institutes, Kingdom of Saudi Arabia. https://orcid.org/0000-0003-1247-8717

DOI:

https://doi.org/10.47264/idea.jhsms/5.2.6

Keywords:

Bilingualism, ESL, Code-Switching, L1, L2, Language acquisition, Teaching methodology, Motivation, English as second language, Communicative abilities

Abstract

This study examines the role of bilingualism as a facilitative tool in English language teaching (ELT) at the intermediate level in Pakistan. It challenges the prevailing assumption that the use of L1 in ESL (English as a Second Language) classes limits students’ communicative abilities, proposing instead that strategic use of bilingualism aids in the L2 acquisition process. Using a mixed-methods approach, the study integrates qualitative and quantitative data collected from 65 in-service English teachers across 10 government colleges. The Revised Hierarchical Model (RHM) by Kroll and Stewart (1994) underpins the theoretical framework. The findings indicate that limited and contextually appropriate use of L1 enhances comprehension, provides motivation, and facilitates complex L2 instruction. Contrary to the notion of “no L1 in L2 classes,” the study advocates a balanced use of bilingualism, highlighting its potential benefits for improving ESL teaching methodologies. This research calls for broader acceptance of bilingual practices in ESL settings and suggests implications for future pedagogical strategies in similar educational contexts.

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