As an English language teacher, I have observed a disheartening trend in many institutions: students are often compelled by circumstance rather than interest to carry literature books in their bags. Only a small percentage truly possess a genuine taste for the subject, coupled with a wonderful desire to cross the bridge of language and literary mastery.

It is also evident that not all educators arrive at their posts purely by merit. While some are indeed brilliant and deserve even higher positions than they currently hold, others seem to have found their way into these roles by mere chance. However, my intention here is not to criticize any institution or belittle any educator, but to address an important issue that deserves immediate attention.
A fundamental concern lies in the way language subjects, especially English, are being taught. It is increasingly common to find English being instructed through other languages—Urdu, Kashmiri, or regional tongues. This approach may be acceptable in teaching complex scientific concepts where comprehension is key, but it is a severe flaw when it comes to teaching a language itself.
When I recently began teaching English to 11th standard students, I encountered confusion and resistance. I aimed to strengthen their listening and writing skills, focusing on building a solid grammatical foundation. I chose to teach entirely in English, believing that immersion is essential for language acquisition. Sadly, many students struggled to adapt, not because of any fault of their own, but because of the habits formed under previous instruction where English was explained in Urdu or Kashmiri.
It is understandable that, at times, difficult concepts need to be clarified in the mother tongue. Yet, when it comes to learning a language, especially English, the target language must be the primary medium of instruction. Students should hear, think, and respond in English when studying it. Otherwise, they remain trapped in translation and never achieve true fluency.
It is unfortunate that, even in higher secondary schools, many students are unable to write a simple official application or communicate with foreign visitors. As a college teacher, I have found glaring gaps in students’ abilities: many graduate students struggle to compile coherent answers to basic questions.
Literature students, in particular, must cultivate the habit of reading extensively, develop the patience to listen attentively, and foster a genuine love for books. Literature, after all, is not merely an academic subject—it is a powerful force that can shape character, broaden minds, and refine behavior.
As a teacher, my humble message is this: students must make the effort to engage with language subjects in the language itself. English should be taught in English; Urdu should be taught in Urdu. Only through this method can we hope to produce students who are truly proficient, confident, and ready to meet the challenges of a globalized world.
"Teaching a language through another language is like teaching swimming on dry land — you may learn the theory, but you'll never swim."

Email:-------------------------------aasifdar46@gmail.com