Effect of Language Hybridization on Teaching and Learning Science Subject through English Medium of Instruction

Abstract

The study investigates the impact of English Medium Instruction (EMI) and language hybridization on science education for intermediate students at educational institutions in Rahim Yar Khan, Pakistan. Pakistani educational institutions are adopting EMI for science instruction because English remains the dominant language in scientific communication throughout the world. The implementation of this educational transformation becomes difficult for multilingual classrooms because students use both English and Urdu to learn advanced scientific content. The study investigates how language hybridization affects students' comprehension and participation in science classes. The researchers used a mixed-methods study approach to gather data from 50 intermediate science students through a structured questionnaire that included both closed- and open-ended questions. The researchers examined open-ended questions and teacher feedback through thematic analysis. The study demonstrates that EMI improves language skills but creates comprehension obstacles for most students. The study establishes that language hybridization functions as an effective teaching method in EMI classrooms which enables students to overcome linguistic obstacles while maintaining academic content. The study recommends using bilingual educational materials and teaching staff about translanguaging methods and developing language-inclusive educational frameworks which will match students' language proficiency.