Abstract
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The worth and usefulness of English education as a foreign language is of great concern to language rule and planning (LRP) researchers compared to teaching their native language globally in higher education. The study under research examines the perspectives of two similar groups of the final year students of at Higher Education Institutions of Pakistan. The first group consists of art students who received the Urdu medium of instruction (UMI), and the second group received the English medium of instruction (EMI). An empirical methodology was carried out in the present year, students answered questionnaires to find out the benefits and challenges of learning subject-based knowledge, what subject-based knowledge means to them, and their understanding of language as a teaching language. Interviews were conducted with the selected group of students who wished to participate in research. Additional information is available from the tests and results obtained in the two equivalent courses. Although many similarities have been identified between the two groups, the overall knowledge of disciplinary knowledge of English medium instruction students was not very effective, while that of UMI students was very effective. It explains the implications of the findings to continue the language rule as policy experience for teaching in higher education institutions. |
Keywords
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English as Medium of Instruction (EMI), Higher Education Institutions (HEIs), Urdu as Medium of Instruction (UMI) |
Article
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Article # 60
Volume # 2
Issue # 4
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DOI info
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DOI Number: 10.47205/jdss.2021(2-IV)60
DOI Link: http://doi.org/10.47205/jdss.2021(2-IV)60
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