Using Bilingual Instruction for Enhanced Education: Teachers’ and Students’ Perspectives

Abstract

This study explores non-elite private secondary school teachers’ and students’ perceptions, advantages and disadvantages towards bilingual instruction in Lahore, Pakistan. The goal is an in-depth understanding of these stakeholders’ perspectives on bilingual instruction. A quantitative cross-sectional survey method was used, with 60 teachers and 120 students being selected using a convenience sampling approach. The study employed structured close-ended survey questions to gather data on attitudes, perceived benefits, and drawbacks of bilingual instruction. Descriptive and inferential statistical analyses revealed that both teachers and students generally held positive perceptions of bilingual education. While there were no statistically significant differences between the two groups in terms of attitudes and perceived advantages, a Mann-Whitney U test did identify a significant difference in their views on potential drawbacks. Key benefits highlighted by teachers included enhanced student engagement, language skill development, and improved career prospects. Students reported feeling more comfortable, confident, and motivated in their learning. Based on these findings, the researchers propose implementing targeted language support services, bilingual curriculum resources, inclusive classroom practices, and continuous evaluation mechanisms to maximize the effectiveness of bilingual programs. In conclusion, this study provides valuable insights for educators and policymakers regarding the positive impact that bilingual systems can have on improving academic success and fostering inclusive learning environments.