TABLE OF CONTENTS

Introduction 2
Literature Review.. 3
Methodology 4
Sampling &Procedure. 5
Questionnaire..

Result 7
Discussion. 8
Observation Sheet. 11
Limitation &Suggestions

12

References

13

Introduction
Bilingualism is commonly defined as the use of at least two languages by an individual.
It is a fluctuating system in children and adults whereby use of and proficiency in two
languages may change depending on the opportunities to use the languages and exposure
to other users of the languages.
Bilingual education is the use of two languages as media of instruction for a child or a
group of children in part or the entire school curriculum.

In a bilingual education classroom, all the students in the class speak the same language.
The teacher also speaks the language. The way that a bilingual education class generally
works is that the teacher teaches in both English and the students' native language,
eventually switching over to teaching only in English. The switch over is done gradually
to give the students time to adjust. Bilingual classes also are geared more toward having
the students eventually speak both languages fluently and to hold on to their
culture.Literature Review
Before looking at the research, it will be helpful to first discuss how educating children in
their first language can help their acquisition of another language. Using and developing
the first language can help second language development a great deal. This happens in
two ways. When we use the first language to teach subject matter, we give children
knowledge, and this knowledge helps make the English children hear and read more
comprehensible. The second way first language development helps occurs when children
develop literacy in their primary language. Literacy developed in the primary language
transfers to the second language. It is easier to learn to read in a language we understand.
Once we can read in one language, we can read in general. A number of studies have
shown that bilingual education is effective, with children in well-designed programs
acquiring academic English as well and often better than children in all-English programs
(Willig, 1985; Cummins, 1989; Krashen, 1996; Greene, 1997). Willig concluded that the
better the experimental design, the more positive were the effects of bilingual education.
Fernando de la Pena grew up in Mexico and came to the US at age nine, with no
knowledge of English. He reports that he learned English quickly, and "by the end of my
first school year, I was among the top students" (de la Pena, 1991, p. 19). But de la Pena

had de facto bilingual education: Had he stayed in Mexico, he would have been in the
fifth grade, but when he came to the US, he was put in grade three! His knowledge of
subject matter was superior to the other children in the class and he was already literate in
Spanish, thanks to his education in Mexico. This helped make the input he heard
comprehensible and provided a shortcut to English literacy. Cases like these provide
strong support for the principles underlying bilingual education .

METHODOLOGY

Objectives:
To prove the importance of bilingualism in classroom.
To know how two languages help the students in better understanding of lesson.
Hypothesis:
Bilingualism develops strong intelligence and organization skills in students.
Instruments:
Observation
Questionnaire
Compare and contrast of methodology

 Sampling:
Class
Fifth A

Total Strength
30

Status
Bilingualism

School
Mansora model high

Fifth B

30

Monolingual

shool for boys, Lahore.

Mansora model high
shool for boys, Lahore.
Dar-e-Arqam Multan

Men
13
Females

Teachers
Teachers

road Lahore
Dar-e-Arqam

Multan

road Lahore

Procedure:
First of all, the permission was taken from higher authorities of the school to permit their
staff to allow students to participate in the study. A total 60 students and 21 teachers were
approached and brief about the purpose of study. The participants were happy to
participate in the bilingual and monolingual class. The process required different steps e.g
selection of topic, questionnaire was prepared and distributed among the individual of
sample group. Bilingual and monolingual class was observed.

Participants were

instructed well before taken responses. All the participants or group members were
interested to participate in research. Questionnaire is kept simple so it can easily be
understood.

In the end, the participants were thanked for their cooperation in the study. The result was
interpreted and discussed in detail. Suggestion and recommendations for the future
studies we directed.

Questionnaire
Questions about Bilingualism in Education

Yes

No

Don
t
Kno
w

Does
bilingualism
develops
both
language
proficiency and academic competence in language
class?
Are there differences in the brains of bilinguals and
monolinguals?
Do speaking different languages affect the progress
of students in language class?
When bilinguals talk, do they mentally translate from
L1 to L2?
Will learning two languages
language problems?

cause

speech

or

If child is having trouble in communicating only one

language then he uses another language in class?
Is it true that bilingual children develop certain
personality structures which differ from the norm?
Teachers play a vital role in learning a multilingual
language?
Don't many immigrant children do well in school
without bilingual education?

Do bilingual students get low marks in class?

6

Do you think being able to

understand two languages help your
students in better understanding of
lesson?
Does
performance of bilingual
compare with those who can only
speak one language in the class?
Does the teacher think that the
students in his class cope easily with
learning two languages at the same
time?
If the teacher is bilingual do you
think it is easier to interact with
bilingual compared with others?

RESULT
Question
No

Positive

Negative

Responses
Responses
6
4
Total
5
4
6
3
5
5
4
5
=
4
3
6
4
=
6
3
5
3
3
7
7
3
=
7
3
5
5
4
6
=
5
2
Total
78
60
Dont Know Responses =12/150x100= 8 %
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15

Dont Know
Responses
0
1
1
0
1
3
0
1
2
0
0
0
0
0
3
12

number

of

responses/150X 100
(

) / 150x 100

--------------- %
Positive Responses
78/150x100= 52 %
Negative Responses
60/150x100= 40 %

DISCUSSION
The present research aimed to investigate the effect of bilingualism in language class.
The results were dedicated by taking sample of 60 students and 10 teachers, 3 were male
and 7 were female. Students were the part of observation. The questionnaire was
distributed among the participant teachers to get the information about the effect of
bilingualism in language class.
The respondents were instructed to complete the questionnaire as honestly as possible
and to response every question with yes, no or dont know. They were assured that all the
information provided by them was true and would be used for only research purpose.
First off all I will discuss the result of questionnaire and after it I will discuss the result of
observation of class. In the light of the reports result, 150 responses were make in which
78 responses were positive, 60 were negative and 12 responses were neutral. Our
hypothesis, bilingualism develops strong intelligence and organization skills in students
is proved by the result as 52% responses were positive 40% responses were negative
and 8% responses were neutral.
I also observed two classes. In one class teacher and students were bilingual and the other
class was based on monolingual. Both teachers were delivering the lecture about Urdu
poet Mir Taqi Mir. The students who belonged to the bilingual class were intelligent
and they were also using the two languages Urdu and English. They have strong
vocabulary of Urdu as well as English. In bilingual class the teacher and students were
used many words and sentences in English during the lecture in Urdu.
8

Due to bilingual class students were able to know many words in English as well as
Urdu. Although it was Urdu classes but in bilingual class, the teacher used English words
and asked questions in English. The students were more active than the monolingual
class. They were taking interest in lesson and had the curiosity to know the meaning of
shape and pin name. They replied in English very quickly which shows that they
understood the lesson very well. They were more confident and one of the student did not
show shyness when he was not able to pronounce the word Takhalas. The environment of
the bilingual class was seem friendly than the monolingual class. In monolingual class the
students were just listening the lecture and they did not ask any question. Many
researches somehow, suggest that bilingualism develops strong intelligence and
organization skills in students. Bilingualism teachers to some extent give their students
choice for discussion in bilingualism in class because they know the importance of
bilingualism in education. They better know how to increase their intelligence and
organization skills in understanding the concepts of the lesson or language. Students of
bilingualism teachers have high intelligence level and organization skills. They have
much clear concept about the lesson or languages than the students of monolingual
teachers.

Observation Sheet
Performance Bilingual class Monolingual
class
Confidence
Level
Difference in

They were more confident

They were less confident

Focus on the lecture with Focus on just listening the

curiosity

lecture

Methodology
Similarity

Who is better

Look

fresh

and

class Look

fresh

class

environment were friendly

environment were friendly

They are better

They can be better

Limitation:
10

While working on this project I have been facing some difficulties. It is my first
project so I was worried to follow the accurate procedure in proper way. But I

tried my best to complete the projet.

The present research though is a thoughtful attempt but has some limitations.
The size of sample used in the research to discover the purpose research is very
small and location bound only 60 students were selected. Therefore, the sample of

study was not completely representative for the generality.

The random sampling technique was not used in the present study which reduces
the generalizability of the study.

Suggestions:

My suggestions are for the upcoming student as a researcher.

Give proper time to your research if you want to get better performance and

results.
Try to enhance your knowledge first and start your research.
You should get help from previous researches and papers.
Always try to do your best and show your confidence in research.
To get better and more accurate results large sample should be used.
Age range of the sample should be enhanced.
Numbers of questions should exceed 16 to get more reliable results.

References:
http://www.bankopening.co.uk
www.asha.org/policy
http://eflgeek.com/index.php/eflgeek/comments/time-to-clean-up-cunningkonglish
www.ascd.org.pk
www.naldic.org.uk/Resources/NALDIC/.../Documents/B1.pdf

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