Thesis: The Impact Of Diverse Language Barrier On The Academic Performance Of Students At Elementary Level

Title:
THE IMPACT OF DIVERSE LANGUAGE BARRIER ON
THE ACEDEMIC PERFORMANCES OF THE
STUDENTS
Submitted By:
WAJEEHA QURBAN ALI
Coordinated To:
MS. NADIA
And
Supervised
MS.NADIA THALHO
Lecturers
GECE (W) Hyderabad
Academic Year 2019
GOVERNMENT ELEMENTARY COLLEGE OF EDUCATION (W) HYDERABAD

[i]
Table of Contents
CERTIFICATE.............................................................................................................................. iv
Dedication................................................................................................................................. vi
Abstract.................................................................................................................................... vii
Chapter One...............................................................................................................................1
Introduction ...............................................................................................................................1
1.1 Overview of the Chapter One:.........................................................................................1
1.2 Introduction of the Study...........................................................................................1
1.3 Background of the Study:.................................................................................................2
1.4 Objectives of the Study....................................................................................................3
1.5 Statement of the Problem ...............................................................................................3
1.6 Research Questions .........................................................................................................4
1.7 Scope of the Study:..........................................................................................................4
1.8 Purpose of This Study: .....................................................................................................4
1.9 Limitations of the Study:..................................................................................................4
1.10 Ethical Consideration:....................................................................................................5
1.11 Definition of Key Term...................................................................................................5
1.11.1 Diverse: ...................................................................................................................5
1.11.2 Language: Language................................................................................................5
1.11.3 Language Barrier:....................................................................................................5
1.11.4 Native Language......................................................................................................6
1.12 Conclusion:.....................................................................................................................6
Chapter Two...............................................................................................................................7
Review of Literature...................................................................................................................7
2.1 Overview of the Chapter TWO:......................................................................................7
2.2 Theoretical Framework .................................................................................................7
2.3 .History Of Language........................................................................................................7
2.4 LANGUAGE BARRIERS AND ITS TYPE................................................................................9
2.5 Impact of diverse language barriers on the academic performances of the students in
the context of Pakistan ..........................................................................................................9
2.6. Causes of Language Barriers.........................................................................................10
2.7. Factors of language barrier:-.........................................................................................11
2.8 .Overcome of diverse language barrier in the classroom..............................................11

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2.9 Conclusion......................................................................................................................12
Chapter Three ..........................................................................................................................14
Research Methodology............................................................................................................14
3.1 Overview of the chapter ................................................................................................14
3.2 Research Design.............................................................................................................14
3.3 Research Approach ........................................................................................................16
3.4. Time span......................................................................................................................16
3.4.Tool/ instrument used for data collection.....................................................................17
3.5 Sampling Design.............................................................................................................17
3.5.1 Population...............................................................................................................17
3.5,2 Sampling size:- ........................................................................................................17
3.5.3 Sampling Techniques/ Methods .............................................................................17
3.5.4 Data collection procedure.......................................................................................18
3.5.5Data Analysis/interpretation ...................................................................................18
3.6 conclusions.....................................................................................................................18
Chapter Four ............................................................................................................................19
Data Analysis............................................................................................................................19
4.1 Overview of Chapter four ..............................................................................................19
4.2 Data analysis ..................................................................................................................19
4.3 Analysis of action research cycles..................................................................................19
4.3.1 Analysis on Reconnaissance....................................................................................19
4.3.2 Analysis of cycle one ...............................................................................................20
4.3.3 Analysis of cycle two...............................................................................................22
4.3.4 Analysis of cycle three.............................................................................................27
4.3.4. Analysis of cycle four: Report on cycle four...........................................................29
Chapter Five.............................................................................................................................32
Summary, Discussion, Conclusion and Recommendation.......................................................32
5.1 overview of chapter.......................................................................................................32
5.2 Discussion.......................................................................................................................32
5.3 Summary........................................................................................................................33
5.4 conclusions.....................................................................................................................33
5.5 Recommendation...........................................................................................................34
R EFRENCES..............................................................................................................................36
Appendix A...............................................................................................................................38

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Consent letter ..........................................................................................................................38
Appendix B...............................................................................................................................39
Pre-Observational checklist .....................................................................................................39
Appendix C...............................................................................................................................40
Thematic Interpretation on Transcription of teacher Interview .............................................40
Appendix D...............................................................................................................................46
Agenda of Workshop ...............................................................................................................46
Appendix E ...............................................................................................................................47
PPT Of workshop......................................................................................................................47
Appendix F ...............................................................................................................................48
Post-Observational checklist....................................................................................................48
Appendix G...............................................................................................................................49
Meeting Paper .........................................................................................................................49
OF TAB
LES

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LIST OF FIGURE
CERTIFICATE
This is to certify that Ms. WAJEEHA QURBAN ALI has
conducted this Action Research Project entitled “THE IMPACT
OF DIVERSE LANGUAGE BARRIER ON THE ACEDEMIC
PERFORMANCES OF THE STUDENTS: “during the academic
year 2018, under the supervision of MS NADIA n partial
fulfillment for the degree of B.Ed. (Hons).
RESEARCH SUPERVISOR
Ms Nadia
Lecturer
GECE (W) Hyderabad
PRINCIPAL
Ms. NayyarRafique
GECE (W) Hyderabad

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Acknowledgement
First of all, I am grateful to Allah Almighty and His
Prophet Muhammad (Peace Be upon Him) who provided me strength and
health to complete my Action Research. I also must acknowledge those
people who encouraged and supported me during my research study
For the ancestors who paved the path before me upon whose shoulder I
stand.
This is also dedicated to my family and the many friends who
Supported me on this journey
Thank you
I would like to express my deepest gratitude to my co-coordinator and
supervisor Ms. Nadia, and Ms Faezana Shaikh for support, collegiality,
and mentorship
Assistance and supervision show me the way which is highly appreciated.
.
Finally, I wish to thanks to my family for their patience and support.
(Wajeeha Qurban Ali)

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Dedication
This modest exertion is dedicated to
My parents
Who brought me up to?
The point of fineness
Where we are footing today, looking for
Most prominent, and gleaming
Future at the forefront, for which they
Sacrificed most of their past,
And to
My respected teachers who guided
Me throughout
Academy

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Abstract
This study focused on the impact of diverse language barrier on the academic
performances of the students, language barrier is major issues that impact students
performances because different student belong to the different languages students face
difficulty in their learning and its create the diversity in the class. The objectives of
this study is that , To evaluate the level of barrier that impact of academic
performances, To examine the barrier with effective teacher involvement and the
student achievement ,To develop the skill that look for the language barrier among
them. The specific problem is that student faced difficulty in their learning and
create diversity in the class and face problem in communication The area of this
study in HIGH SCHOOL attached with G.E.C.E(W) HYD where the population 6
teacher and 12 students and selected 3 teacher .This research focused on qualitative
method and purposive sampling used in this research . This study is limited at grade 6
in HIGH school Language barrier are difficult to solve but they can be effectively
overcome by the involvement of teacher build best communication relationship to
each other try to understand other languages ,speak slowly and clearly for other to
understand .The recommendation of this study is that teacher should use special
instruction strategies used both languages in the class and teacher should give proper
attention all students which belong to other languages .
Keywords: Academic, Barrier, Diverse, Language, Performances

The Impact Of Diverse Language Barrier On The Academic Performances Of The Students
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Chapter One
Introduction
1.1 Overview of the Chapter One:
The overview of the whole chapter is reflect background of the study ,objectives of
the study ,statement of problem, scope of research ,research question, purpose of the
study, limitation of the study, ethical consideration, definition of the key term and
conclusion
1.2 Introduction of the Study.
The introduction of the study is associated to the research, the impact of diverse
language barriers on the academic performances of students at elementary. The word
diversity is inferred from the Latin for “facing both ways”, the word “language” is
inferred from French. Its closest relative within the language is “language”. The word
“language” is related to the word “langue”, which is of Latin root. (Lingua being the
Latin word) Ultimately, it is of Roman root. Different qualities of the language its
effect on the educating learning handle Language is the primary source for us to
communicate our considerations in a justifiable frame to other people. Around the
globe over 6,500 languages are spoken. In Pakistan, the majority talks the naive
common languages talked are Punjabi, Pashto, Sindhi, Saraiki and Urdu (Abro, 2018).
At regional level it is all solid and binding together but at an academic level not so
much. Students from around the nation get grants and travel to city colleges and a few
have a place to house situations which strictly talk the mother tongue whereas living
within the city (kanojia, 2017) .Language barrier in classroom has become a major
issue as the vernacular medium and students from minority confront difficulty in
talking English and a few students mother language is Urdu or Sindhi so they all
confront difficulties in classroom. This reduces their certainty level to talk up within
the classroom as a result their questions does not get clarified, this influences their
academic performance. These students indeed confront issue in communicating with
their peers as they feel uncomfortable to talk to them. This issue does not grant each
understudy the opportunity to meet their full potential. As a result, these understudies
don't succeed in school which brings down their resolve and confidence. Hence, it is
vital to instruct such understudies by giving them clarification in their territorial
dialect after clarifying in English, this will construct their certainty and offer
assistance them succeed.(Mohope, (n.d)) All basic education established on literacy

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but language is the single most vital factor on which fruitful learning depends .it is the
chief means of gaining information :able to studied, listen, think, get it, and ask
questions and express what we known through the language barriers within the
classroom has become a major issue due to the developing number of students don’t
talk English .This is such an issue since these students are not getting the some
openings to meet their full potential .This can be not appropriate since it is causing
these understudies not succeed in school. There are a few ways to bargain with this
issue. The four options are, making break even with instruction for all understudies,
motivating kids through back framework both interior and exterior of the classroom,
doing absent with standardized tests and in conclusion by utilizing different shapes of
non-verbal communication among diverse children. (Factors affecting language in
Pakistan, 2017)Pakistan is one of the populous countries in the world that are
renowned to have diverse cultures and languages. The national language in Pakistan is
Urdu while English is used as the official language. Urdu is also the language used as
education language in most of the provinces despite the existence of other minority
languages (Pinnock, 2009) children are approximately 12 years old before they fully
master their native language. Before this point, children are not able to pick up a
second language as quickly as older children or adults. Children who begin learning a
new language before they completely understand their first language have difficulty
expressing abstract concepts or ideas in the second tongue. Ultimately, it is difficult
for a child to succeed as a language minority student without having a solid
foundation in his first language.
1.3 Background of the Study:
The background of the study is associated to the research, the impact of diverse
language barriers on the academic performances of students at elementary level in
which diagnosed those language barriers which impact of students’ performance
Pakistan is a multilingual nation culturally diverse with six main languages and over
59 minor languages. In addition, about 98 percent of all Pakistani languages are Indo-
Iranian branches. Most of the country's languages, Urdu and English are the
languages connected with authority, business, government, education, and media.
Furthermore, the government's policies supported English and Urdu at the cost of
other languages, leading communities and language speakers other than the Urdu to

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ethnic identity crisis. This has also affected English and Urdu as a symbol of power,
sophistication, and elite. (Rahman, n.d)
Arguments that enforcing the use of one language, Urdu as a language of safety and
education policy to achieve an imagined national cohesion is a futile achievement
because it generates hegemony of one language at the cost of other
languages(Torwali, On hegemony of language and linguistic diversity, 2014; Factors
affecting language in Pakistan, 2017)
The cultural and linguistic diversity of Pakistan has never been a favorite subject in
the channels of national discourse either in the media, education institutes or the
academia. Instead of being proud, of the linguistic diversity in Pakistan, local policy
and decision-makers have always been afraid of its beauty. But the reality is that
despite an ostrich strategy, events like the secession of former East Pakistan and
national wounds related to that loss are haunting us and will continue to do so unless
we craft policies to enfold linguistic diversity in national policy.
Few know that in Pakistan, over 65 different languages are spoken along with the so-
called ‘provincial languages’— Punjabi, Pashto, Sindhi and Balochi. (Torwali, 2014)
1.4 Objectives of the Study
The following objective is to be adopted during research study.
•To examine the barrier with effective teacher involvement and the student
achievement
•To evaluate the level of barrier that impact of academic performances
1.5 Statement of the Problem
In this study during teaching practices I observed the problem in which students are
faced in her learning. Diverse language barriers in the elementary level the common
barriers on the language in Sindhi, Urdu; English these languages are created the
diversity issue in a learning of students.

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1.6 Research Questions
This research questions are related to research the impact of diverse language barrier
on the academic performances of students.
Q1: What effect does language barrier have on academic performance of student?
Q2: How can the problem of language barrier in school are addressed effectively so as
to minimize its effects?
Q3: How do teacher overcome the language barrier?
1.7 Scope of the Study:
In this research it is beneficial of all other researchers whose are the research in
futuristic and it is also provide the benefits of other peoples in which they are clear the
concepts about language and share her ideas in a different languages .And they also
are developed their communication skill.
1.8 Purpose of This Study:
The purpose of this study is that to overcome the language barriers in the class and
students easily communicated to other language person Language barriers are a
difficult jump, but they can be effectively overcome. Classroom instructors can offer
assistance by using methods such as highlighting and talking about academic
vocabulary some time recently presenting the lesson, giving the same material at
separated reading levels, and by utilizing clear, straightforward dialect when
portraying modern concepts in basic level, One of the most vital things a teacher can
do to assist language-minority understudies is to construct connections with her
understudies and their families. This builds believe and regard, which could be a
fundamental establishment for learning. (Elsworth, 2017)
1.9 Limitations of the Study:
The limitations of this study is that it is focused on an elementary level in grade 6
students because in this grade I observed the language barrier and collect the data in a
focus school which one is attached in G.E.C.E (w) Hyd and it is consume a limited
time period .

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1.10 Ethical Consideration:
This ethical consideration it’s related to the topic to impact of diverse language
barriers on academic performances of students. After several days here, it is evident to
me that regardless of what nation we are from, what essential language we talk, or
whether we have different responsibilities inside our compliance part, the members
and speakers were universal in talking about moral issues and concerns that confront
us as compliance professionals. This lesson has been very interactive and vocal with
respect to ethical issues and concerns, and since of the variety of nations and parts that
are spoken to by the class participants, an extended of complexities have been talked
about around these types of issues. Also, the subject truly covers with conflicts of
interest and other types of compliance regions that are basic to an effective
compliance program. There is a few consolation in knowing that there are no dialect
boundaries related to these issues, which our endeavors to address moral concerns can
be shared and implemented in our different cultures and organizations.
1.11 Definition of Key Term.
1.11.1 Diverse:
The definition of diverse is different.
An example of diverse is a classroom full of students from many different cultural
backgrounds. (Corp, 2018)
1.11.2 Language: Language
a system of ordinary spoken or written images by means of which human beings, as
individuals of a social gather and members is its culture, express themselves. The
functions of language include communication, the expression of personality, play,
creative expression, and emotional release, (Crystal, 2019)
1.11.3 Language Barrier:
A language barrier, in the most basic and simplistic use of the term, is the lack of a
common language that prevents two or more people from speaking to or

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understanding each other through verbal communication (Friedman, 2018)
1.11.4 Native Language
The term native language refers to the language that an individual acquires in early
childhood since it is talked within the family and/or it is the language of the region
where the child lives. Also known as a mother tongue, to begin with language, or
arterial language (Nordquist, 2019)
1.12 Conclusion:
The conclusion of this chapter one is to overcome the different language barrier
within the lesson in class by the observation the different language is overcome by
strategies from which they learn and also to be under ensure that able in to be create
the communication skill among them. The statement making is not just listened, but
also caught on, by the individual talking with. In this way, to be certain that the point
has been expressed.

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Chapter Two
Review of Literature
2.1 Overview of the Chapter TWO:
The overview of the whole chapter is reflect Theoretical frame work ,History of
language ,Language barriers and its type, Impact of diverse language barriers on the
academic performances of the students in the context of Pakistan, Factor of diverse
language barriers causes of diverse language barriers, overcome of diverse language
barriers, and Conclusion
2.2 Theoretical Framework
William Revelle And Schumann’s Acculturation theories have discussed on the
impact of diverse language barrier on the academic performances of students but from
all theories here in my research I have included of Theory Schumann’s Acculturation
Theory given by Schumann’s Acculturation (1978) that theory I integrated in my
research because it is concerned with the step of barrier concept and predicts that the
degree of a learner’s success in second language (L2) acquisition depends upon the
learner’s degree of acculturation. The social and psychological factors influence the
acculturation process and the second language learning (articles, 2018). an immigrant
is more likely to acquire their new target language if their language and the target
language are socially equal, if the group of immigrants is small and not cohesive and
if there is a higher degree of similarity between the immigrant’s culture and that of
their new area of residence (BREEDEN, 2019) And I my personal view that this
theory is co –connection the divers language barrier and its step are by self-overcome
.and here is many key factor of barrier also to be included
2.3 .History Of Language
Language is the key to a person’s self-identity. It enables the person to express
emotions, share feelings, tell stories, and convey complex messages and information.
Language is our greatest mediator that allows us to relate and understand each other
Language is the key to person ‘a self-identity. It enables the individual to express
emotions, share feelings, tell stories, and convey complex messages and information.
Language is our greatest mediator that allows us to relate and understand each other
there are almost 7000 languages talked in our world nowadays. As it were
exceptionally few are so called world languages, broadly talked by millions of

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individuals, the rest are nearby languages that are as it were talked in certain regions.
The most common dialects are Mandarin Chinese, English and Spanish. Almost all
nations have an official language that's utilized after you go to specialists or which is
instructed in school. Some of the time a nation may have moment languages that have
created through the ages. In India, Hindi is the official language, but most Indians can
talk English very well since of its history as a British colony. In Canada, English and
French are perceived as official languages. In Switzerland, individuals talk German,
French and Italian. Within a nation, individuals regularly talk tongues of the same
language. In Britain, distinctive lingos of Standard English are talked between
London within the south and Scotland within the north. Languages that are related to
each other frame bunches. Germanic langu Format: Paperback A Venezuelan and a
Brazilian are situated following to each other on a plane, and the two oversee to create
little conversation for the length of the flight, indeed in spite of the fact that they
claim to talk distinctive dialects. Moreover, an individual from Shanghai and another
from Hong Kong are situated following to each other but cannot make themselves
caught on, indeed in spite of the fact that they both claim to talk Chinese. Common
sense proposes that two individuals talk the same dialect in case they can
communicate with each other and distinctive dialects in case they cannot. (Languages)
Pakistan may be a multilingual and multicultural nation. It has no less than 75
languages out of which 25 are major languages (Rahman, 1995) Thus, issues faced by
the country since independence with respect to the choice of language of
instruction/medium of instruction and development of an effective language-in-
education. Pakistan has faced the issue of language-in-education. The language-in-
education talk about in Pakistan can be traced back to the 1780s within the country’s
colonial history, and by one means or another remains important nowadays. On the
country’s i independence in 1947, Urdu (a neutral language) in spite of it being a
minority language was announced the national language of Pakistan by the author of
the country, Muhammad Ali Jinnah. The fundamental point behind this was to keep
coherence with a trust that it would serve as a binding together bond in the
multilingual and multicultural country where different bunches talked their own
vernacular languages, for example Punjabi, Sindhi, Pashto. English was allowed to
hold its colonial status as the official language until Urdu could assume the latter’s

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functions. The regional languages were credited little role, although the provinces
were given the right to promote these under the constitution (Rahman, 1997)
In Sindh two languages mostly spoken more Sindh = 2 languages (Sindhi, Urdu)
(ghazi52, 2016)
2.4 LANGUAGE BARRIERS AND ITS TYPE.
Language is needed for any kind of communication, indeed people with speech
impairments communicate with sign language and brail. Communication gets to be
difficult in situations where people don’t get it each other’s language. The inability to
communicate using a language is known as language barrier to communication
(Communication, 2018)
Language is the primary source for us to convey our thoughts in a justifiable form to
other people. Around the globe over 6,500 languages are spoken. In Pakistan the
majority speaks the five common languages talked are Punjabi, Pashto, Sindhi,
Saraiki and Urdu. The diverse of language barrier between students and the teaching
Students among themselves can suffice with limited vocabulary but with lectures
there's a continuous failure, hence it’s an issue requiring proper attention. Urdu is the
national language of Pakistan and English is treated as the world wide accepted
international language and yet a number of speakers of regional languages have not
excelled in either of the languages for academic purpose (Abro, 2018)
Different languages students are meet together in the school/ class to create language
barriers Sindhi, Urdu, and English are included the type of language barrier. In the
GOVT SCHOOL majority of students which belong to Hindu culture background and
their languages is different they mostly spoke Marathi so; theses all type of languages
create the language barrier in the classroom.
2.5 Impact of diverse language barriers on the academic performances of the students
in the context of Pakistan
Language is one of, which affects the performance of students. , language has
considerable importance that affects education in many countries. After more than six
decades of independence, Pakistan is still involved in the issue of medium of
instruction with Urdu, Sindhi and English dominating at the present time. The

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medium of instruction is controversy in Pakistan continues and can be viewed as a
power struggle between different pressure groups or the elites and the pro-elites
(Rahman, 1999).Nowadays in every province of Pakistan, there are various languages
which are used at various levels. Firstly, each province has its own regional language
which is used as the language of everyday communication; and in school level Urdu is
used as the language of instruction. English is used as a language of official business
and the language of instruction in higher education (Muhammad, 2009) the issues of
language barrier in multicultural environment the issues of language barriers shows
that the student’s level of the have language capability affects academic performance,
social interaction, and general adjustment to the have culture. In their academic life,
students face challenge language barriers, developing relationships with individual
students and professors. This challenge, in their turn, may cause anxiety, educational
and sociocultural stress (Stoynoff, 1997).
2.6. Causes of Language Barriers
2.6.1 Difference in Language
Difference in language is the most obvious barrier to communication as two
individuals talking two different languages cannot communicate with each other. For
example, a Pakistani goes to China. The individual does not get it Chinese and most
people in China don't get it Urdu, Sindhi other Pakistani languages so, when the
individual talks, the communication is useless as the other Chinese individual doesn’t
get it.
The accents and dialect (use of words) of people belonging to different places differs
even if their language is same. Though the languages are technically the same in
people using different dialects and accents, the meanings, implications and
interpretations of words are different, which may lead to various kinds of conflicts
(Communication, 2018)
2.6.2No Clear Speech
People who talk soft or in a small voice cannot be understood, the sender may well be
saying something though the receiver might get it something else. Though speaking
common language, individuals might have difficulty understanding the meaning of

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the message and the feedbacks. This might also be a cause of Barriers in
communication. (Communication, 2018)
2.6.3 Different cultures back ground
Different culture effect on classroom and also create a languages barrier student
community of Urdu language isn’t homogeneous. They come from different cultural
background different language students come to the classroom with unique
knowledge and encounters built upon their first language and culture. For instance
students from different cultures can have different sees on classroom behavior such
as student teacher interaction as well as different views on the esteem of education. It
can also influence how students understand a specific content as students from diverse
cultures needn’t have the same social experiences needed to comprehend a particular
text. A student’s local language may even affect the ways the ways in which they
learn (Combs, 2015)
2.7. Factors of language barrier:-
• Multi language
• Region
• Interpreting differences
• Inadequate vocabulary
• Individual barrier
• Diversified cultural background
• Interpersonal
• Organizational
2.8 .Overcome of diverse language barrier in the classroom
Researchers have worked through ways to remove language barriers in school there
are a few tips that stand out in specific from my past experiences. Here are a few
recommendations on how to overcome language barriers within the classroom:
• Create Equal Education Options for Every Student
By creating the same educational options, the students will stop feeling left out and
will engage in what fits them. It can be done by developing education plans for
individual students deemed to have difficulties in communication (Mob, 2018)

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• Create Support Systems which will motivate the Students in and out of Classrooms
The teachers should dedicate themselves in ensuring that they make interesting topics
and lessons that keep the students engaged and interested. It'll help the students feel
the urge to be involved within the classroom. Interesting activities outside the
classroom to make students vibrant and included in class work. (Mob, 2018)
• Restructure the Learning Methods
.Another way is to set standardized tests. Avoid exams which will put a few students
at a disadvantage since they may have had unequal learning opportunities. Try to
come up with a variable structure of tests to ensure that each kid gets equal
opportunities. (Mob, 2018)
•Use Different Kinds of Non-Verbal Communication with Different Children
.Non-verbal prompts complement verbal prompts to form it easy for students to get it
certain concepts. A few people may fail to understand audio well but may understand
pictorial representations, gestures as well as any other non-verbal sign languages
better. With a combination of all these options, it is possible to overcome the
challenge of the language barrier in classrooms. (Molli, 2018). The language barrier
has become an important issue within the learning process. To overcome this
problem, teachers must make an interactive and engaging classroom atmosphere, give
a reduced and brief address and promote interaction between students through the
promotion of discourse. Teachers got to make an interactive classroom through the
use of direct and concise language and new technologies to promote learning in
international classrooms (Einar Vargas-Bello-Pérez, 2019). Conduct an inventory
survey among the staff, looking for all the different remote language proficiencies that
can be found on school. Survey everyone, including custodial and nourishment staff.
Even limited or rusty language skills can be of use for translation during student or
parent interactions. Some of these staff members will prove to be game-changing
mentors for students. (Castellano, 2017)
2.9 Conclusion
The conclusion of chapter 2 is that Language is the key to a person’s self-identity and
it is a way to convey message to other in the world many languages spoken but in the

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Pakistan majority speak five common languages Sindhi, Punjabi .Pashto, Balochi, and
Urdu and different languages create language barrier in the school or classroom
different students belong to different languages and its create diversity and also create
languages barrier in the classroom. Issues of language barriers shows that the
student’s level of the have language capability affects academic performance; teacher
and school staff play a role to overcome the language barrier in the classroom.

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Chapter Three
Research Methodology
3.1 Overview of the chapter
This chapter of the whole chapter is reflect the research design, research approach,
time span, tool instrument used for data analysis, sampling design,, population,,
sampling size, Sampling technique, Data collection, Data analysis, and conclusion.
3.2 Research Design
Research design is the plan, structure and strategy of investigation conceived so as
to obtain answers to research questions and to control change. (Research Design:
Meaning and Importance, 2013)in my opinion the research design is a frame work
method and it’s an overall depend the process of action research and the qualitative
research is a type of research design Qualitative research is a type of social
science research that collects and works with non-numerical data and
that seeks to interpret meaning from these data that help us understand social life
through the study of targeted population or places(Crossman, 2019)in qualitative
research totally based on non-numerical d data and typically focused on the micro-
level of social interact and it’s based on the skill and abilities of researcher
ChecklistClass room Pre-
observation
Reconnaissan
ce
Meeting with
HM
Cycle 1

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Questioners By teacher
Cycle 2
Conduct workshop Planning strategies
AVAID
Reflection by teacher
Cycle 3
Cycle 4
Classroom post-
observation
Checklists

[16]
3.3 Research Approach
Research approach is a plan and procedure that consists of the steps
of broad assumptions to detailed method of data collection, analysis and interpretation
. It is therefore, based on the nature of
the research issue being addressed. Research approach is basically divided into two
categories: approach of data collection and approach of information analysis or
reasoning (Chetty, 2016)in my opinion the research approach is a part of research in
which plan about data collection, data analysis and interpretation and involved in
research process.
Deductive Approach
Deductive Approach aims at testing an existing theory. It moves from broad
generalizations to specific observations.(Streefkerk, 2019)The research approach that
was followed for the purposes of this research is deductive. In this approach the
researcher define their statement in the descriptive form and in this research the use
cross-sectional due to short time period and also use to analyzes the data of research
3.4. Time span
s.no Date Place Tool Planning Action
01 18-9-
2019
High school
Hyderabad
Qualitative Meeting Meeting
with HM
25-9-19 High school
Hyderabad
Qualitative Pre- observation
(Checklists)
Observe
teacher
02 30-919
7-10-19
High school
Hyderabad
Qualitative
Questionnaire
Interview
with
teachers
03 31-10-
2019
High school
Hyderabad
Qualitative Conduct workshop AVaid
04 20-11-
2019
High school
Hyderabad
Qualitative Post –observation
(checklist)
Observe
teacher

[17]
3.4.Tool/ instrument used for data collection.
For the purposes of this research, observational tool (checklist) and interview
(Questioners) were used. The interview (Questioners) are structured ,whose aim to
identify or known about participants opinions according to the research topic and
these tools used in class 6th
teachers and questioners are based on 10 question and
response different teachers given response according their own experiences and their
own opinion in given questioners criteria .
3.5 Sampling Design.
A sampling design is a mathematical function that gives the probability of any given
sample being drawn. (Stephanie, 2017)
3.5.1 Population
Population the entire set of individuals or objects having some common
characteristics selected for a research study (QURESHI EDUCATIONAL & SOCIAL
CHARITABLE TRUST, 2016)in my opinion the population is the scale of
participation in the research study .The population of this research is involve of grade
6 in HIGH SCHOOL with attached G.E.C.E (WOMEN) ELEMENTARY COLLAGE
HYDERABAD in which 6 teacher 12 students.
3.5,2 Sampling size:-
The sampling size of this study is 3 teachers from Govt: Girls High school attached
with the GECE (W) College Hyderabad.
3.5.3 Sampling Techniques/ Methods
The method of non-probability method (purposive sampling) concerned with this
research study .Total 6 teachers of grade 6th
and selected 3 teachers out of them as a
sample of the study by purposive sampling technique and here is totally focused on
the teachers rather than students which is concerned with the criteria of non-
probability

[18]
3.5.4 Data collection procedure
Researcher went to high school with attached G.E.C.E (Women)Collage Hyderabad
to collect their data for the research and work on this high school to collecting data
first conduct meeting with the HM of the school discussion about the research study
and also meet the teachers and known about their opinion related to the topic
observation by different tools like checklist through the checklist tool observed
classroom problem then next step to given interview by the teacher and givens
responses and conduct the workshop related to the research topic and then taken result
about it
3.5.5Data Analysis/interpretation
The research data will be interpreted by using of the M.S OFFICE and its data
interpreted through the tabular form.
3.6 conclusions
The conclusion of this chapter is that research methodology based on different step
that concerned with the research design, research approach, time span, sampling
population data collection procedure and in which told about which method
approaches used in research cross sectional use in this research due to short time
period and this research is an a action research and action research are taken short
time period and approach used deductive which help to researcher describe their
statement on the descriptive way. And also discussed about tools which used in
research like checklist use for observation and questioners and conduct workshop
based on research topic and this chapter based on method of research which type of
methodology use in this research .and its overall conclusion of this chapter

[19]
Chapter Four
Data Analysis
4.1 Overview of Chapter four
The overview of the whole chapter is reflecting Analysis of action research cycles,
Analysis of cycle one: Reconnaissance, Analysis of cycle two: checklist, Analysis of
cycle three: Interview, Analysis of cycles four: workshop, Conclusion of chapter four
4.2 Data analysis
Data analysis is the process of inspecting, rearranging, modifying and transforming
data to extract useful information from it. (Chapman, 2018)
4.3 Analysis of action research cycles
4.3.1 Analysis on Reconnaissance
This reflection follows the first step of the action research these steps included in
Planning, Act, Observe and Reflect, Were l applied the step on dated 16.9.19.
Plan:
In this step of action research, I will plan a meeting with Head Mistress (HM) for
conducting action research in their school.
Act:
In meeting I was discussed about my action research topic "The impact of diverse
language barrier on the academic performance of student at elementary level" with
Madam Farzana Soomro.I was discussed common barrier on the language in Sindhi,
Urdu language. Both languages students are present in the class I shared the
information about my research topic.
Observe:
In this meeting the HM listened carefully .I was discussed common barrier on the
language in Sindhi, Urdu language. Both languages students are present in the class. I
observed in the classroom the language diversity is impact on the performance of

[20]
student. HM was asked can you solve this problem. I told her about observational tool
which I used in this research.
Reflect:
In this step of action research, reconnaissance’s meet with HM and I was given
information about my research topic. I was sharing my observation to the HM. The
next step in my action research is that to observational tool (Checklist) by the help of
this tool to know about the problem.
4.3.2 Analysis of cycle one
Report on cycle one
This reflection follows the steps of the action research these steps included in
Planning, Act, Observe and Reflect, Were l applied the step on dated 25.9.19.
Plan:
In this step of action research, I was plan or make an observational tool (checklist) for
diagnosed the problem in the classroom and the checklist based on the impact of
diverse language barrier on the academic performances of the students
Act
When I was made a checklist then I was went to class 6th
and filled checklist
according their criteria and I was also diagnosed the problem (impact of diverse
language barrier on the academic performances of the student) in the class
Observe
Through the checklist I was observed that the language barrier create in the classroom
because of different medium of languages in that class different languages (sindhi,
Urdu, Marathi) students present in the class due to this reason both languages student
don’t communicate easily together and create a diversity in the class and here which
teacher taught she also sindhi speaking and mostly use sindhi languages in the class
its impact in other languages student

[21]
Reflect
When I was observed the problems then I was decide that my next step to conducting
the problem. Identification, Factors. During observation by the tool used checklist in
which the communication barriers between the student and teachers observed. To
student conversation or the bias issues or any strategies are using to manage language
barrier or also cover the diversity of languages, with the influence of second language.
s.no Checklist yes Some
how
No
1 Is there any barriers in language at elementary school 3
2 Different medium of language effects student learning 3
3 Sindhi and Urdu can communicate with each other easily 2
4 Is there any bias in school on different language 2
5 Use of different languages creates language barriers in class 3
6 In school there is an special instruction or strategy to manage language barrier 1
7 Language barrier effect teaching or as well as learning of student 3
8 Separation in classroom on the base of language can create a barrier 1
9 There is any influence of native language 3
10 Diversity of student can create a language barrier in school 3
This above analysis shows that there are barriers in languages, Different medium of
instructions effect on student learning that is effect on language. There is biased
found between language and only distribution of classroom (sindhi/Urdu) effect on
students language and created barriers during communication .Furthermore analyzed
3 3 3 3 3 3
2 2
1 1
1 2 3 4 5 6 7 8 9 10
cheaklist
yes Some how No

[22]
that teacher involvement and using praises have more importance, also notified that
this flaw can be finish by communication on equal bases And instructions. Where, to
follow the strategies or make a skills to overcome on the language barriers. . In future
those are reflecting in analysis checklist which is showing. Above .the analysis that
occur is that 62.3 agreement with the statement and 24.6 disagreement or the presence
of issue somehow according to the above statements is that 12.5 in checklist
4.3.3 Analysis of cycle two
Report on cycle two
This reflection follows the step of the action research these steps included in Planning,
Act, Observe and Reflect, Were l applied the step on dated 30.10.19 and 7.10.19
Plan:
In this step of action research, I will plan and questioner’s tool for conducting
interview by the teacher l
.
Act:
I went to the high school for conducting the interview by the teacher Firstly I WAS
meet HM and told her about my task then I went to class teacher and take the
interview to her and then I meet the to the science teacher and also took interview
with her and in the last meet to the math teacher and took the interview
Observe:
When I conducted the interview with the teachers I was observed that every teacher
view or thought changer to each other class teacher promote the languages fauvism,
math teacher said that we face many difficulty when we taught both languages students,
Reflect:
The interviews are helpful to conduct data and it gives the direction about what is
suitable for maintains of overcome the languages. Barrier in school and the teacher
role is very essential in it through the interview questionnaire gather. The student are
facing some kind of issues and they feel that teacher is avoiding student only prefer
their mother tongue students these are question. Are included in the interview which
are as following ‘

[23]
Thematic Analyses on Response
S.NO R1 R2 R3
Medium of languages Other languages Impact
communication level
Different languages meet together
Create language barrier
2. Language barrier effect on taking right Decision due to
communicate
Can’t easily share idea Other
languages
Can’t easily talk Other languages
person
3. Different mother tongue languages Different mother tongue Don’t
like learn other languages
Can’t understand
4. . Children face when talk Other language Don’t like to talk other languages Face difficulty talk Other languages
5. 2nd
language create problem because students have no
proficiency
2nd
language create problem
because students have no
proficiency
2nd
language create problem because
students have no proficiency
6. No, facilities/ resources for classes, One teacher teach
both languages sindhi/Urdu and English at same time
Build communication b/w
student teacher
It’s difficult to communicate in
2ndlanguage
7. Strategy used according to Student level Teach them Strategy used according to
Student Need
Strategy used according to Student
Both languages
8. Background of students effect on academic language
have different languages that why create difficulty in
speaking
Students have different languages
Effect on teaching and learning
Background of students effect on
academic language have different
languages that why create difficulty in
speaking
9. Involving parents Don’t conduct Yes teacher guide the parents
10. Sometime take interest Yes Teacher’s behavior impact
Negative (attitude)
behave in negative Talking rudely
Can’t communicate create Fear

[24]

Thematic Analysis on focus codeing and themes
S.NO Focus Coding Themes
1. Medium of languages (R1,2,3,) different languages create barrier in speaking
R2,R3
Medium of
languages
ML
2. Language barrier effect on taking right Decision due to communicate (sharing
the ideas) R1,2,3
Proficiency P
3. Different mother tongue languages R1,2,3 Strategy S
4. Face difficulty talk Other languages R1,2,3 Parents
meeting
PM
5. 2nd
language create problem because students have no proficiency R1,R2,R3
Language
Barrier
LB
6. No, facilities/ resources for classes, One teacher teach both languages
sindhi/Urdu and English at
Same time R1, R2. And also build communication between student teachers
R3
7. Strategy used according to Student level Teach them R1,R2,R3
8. Background of students effect on academic language have different
languages that why create difficulty in speaking R1,R3 and Students have
different languages Effect on teaching and learning R2
9. Yes parents take part meeting on issue of language and other matter R1,R3
and R2 don’t conduct parent meeting
10. Negative behave effect on student learning and rudeness create hurdles due
study

[25]
Thematic Analysis of Interviews: Initial coding of Interviews
S.NO Focus Coding Codes
1. Medium of languages (R1,2,3,) different languages create barrier in speaking R2,R3 ML
2. Language barrier effect on taking right Decision due to communicate (sharing the ideas) R1,2,3 LB
3. Different mother tongue languages effect on speaking way R1,2,3 P
4. Face difficulty talk Other languages R1,2,3 LB
5. 2nd
language create problem because students have no proficiency R1,R2,R3
P
6. No, facilities/ resources for classes, One teacher teach both languages sindhi/Urdu and English at
Same time R1, R2. And also build communication between student teachers R3
ML
7. Strategy used according to Student level Teach them R1,R2,R3 S
8. Background of students effect on academic language have different languages that why create
difficulty in speaking R1,R3 and Students have different languages Effect on teaching and
learning R2
LB
9. Yes parents take part meeting on issue of language and other matter R1,R3 and R2 don’t conduct
parent meeting
PM
10. Negative behave effect on student learning and rudeness create hurdles due study LB

[26]
Frequency and percentages of Coding
1 Medium of languages ML 2
2 Proficiency P 2
3 Strategy S 1
4 Parents meeting PM 1
5 Language Barrier LB 4
Total 10
Discussion on themes
Medium of languages
The Majior theme of interview in analyzed ML, where the teachers have different
languages create barrier in speaking R2, R3, also analyzed the 20% that student’s
effect medium of languages
Proficiency
The Majior theme of interview in analyzed P, where different mother tongue language
effect on speaking way and second language create problem because students have no
proficiency R1, R2, R3, also analyzed the 20%that different mother tongue effect
students speaking
Strategy
The Majior theme of interview in analyzed S, where Strategy used according to
Student level Teach them R1, R2,R3 ,also analyzed is that 10%
Parents meeting
The Majior theme of interview in analyzed PM, where Yes parents take part meeting
on issue of language and other matter R1, R3 and R2 don’t conduct parent meeting
and also analyzed that 10%
1 Medium of
languages
20%
2 Proficiency
20%
3 Strategy
10%
4 Parents meeting
10%
5 Language
Barrier
40%
Frequency and percentages of Coding

[27]
Language Barrier
The Majior theme of interview in analyzed LB ,where Background of students effect
on academic language have different languages that why create difficulty in speaking
R1,R3 and Students have different languages Effect on teaching and learning R2 and
Face difficulty talk Other languages R1,2,3Language barrier effect on taking right
Decision due to communicate (sharing the ideas) R1,2,3Negative behave effect on
student learning and rudeness create hurdles due study and also analyzed 40% that
language barrier impact students learning
4.3.4 Analysis of cycle three
Report on cycle three
Action Research: conduct the workshop
This reflection follows the step of the action research these steps included in Planning,
Act, Observe and Reflect, Were l applied the step on dated 31.10.19
Plan:
In this step of action research, I will plan to conduct the workshop on the class 6th
teachers and also make pot and agenda for workshop l.
Act:
In this session I went to High school where I firstly meet up with HM and inform to
her that about conduct workshop on the basis of language and invite her to she inform
me come to on Thursday .and then going on this day to give awareness about my
topic and how to it overcome.
Observe:
When I conducted the workshop I observe that teacher to take a review about the
consequences of language barrier that affecting the student performance and make
space to understand the different cultural or regional languages that are using in the
school teacher have some sort of knowledge about language barriers and effects in
school within the students performed.
Reflect:
Workshop is important to make sense or to refine the knowledge or also give them a
solution to overcome the languages. Berries In this workshop teacher get to know the
strategies. That deal with language barriers.

[28]
Analysis of workshop feedback
In the workshop impact of language barrier on the academic performances of the
students session in the form of
Workshop teachers share their opinion on it that indicate the solution of language.
Barrie. In classroom that are student teacher centered the feedback are as following
1 classroom is the mixture of diff language. It can be regional national or provincial
2 communications is the basic skill at every place that requires. Effectiveness in the
context and speaking etiquettes that make their Skill to understand them or messages
3 the student background or society circumstances can develop difficulty to
comprehend the school of thoughts and it arise in the shape of barrier
4the student is able to construct well-meaning or understand about the content of
studies in their own regional language as compare to other languages
5there are many ways to motivate. Student to resolve the issues of language barrier in
which to encourage the 46mother tongue is in top
6 various strategies to overcome the problem that are suggested by teachers is that be
patience and Speak with clear pronunciation or choose the comfort medium of
language
7teacher also suggest to respect the others languages. And say no to bias in
classrooms
Agenda of conduct workshop
Workshop tittle: Impact of language barrier on the academic performances of the
students
Number of participants: 6 teachers 4 prospective teacher
Date: 31. Oct .2019
Time 55:34( 55 minutes and 34 second)

[29]
S.NO CONTENT TIME REFLECTION
1 Introduction 10 minutes In this session firstly
researcher introduce the
action research topic “the
impact of language barrier on
the academic performances of
the students ”then researcher
given the information about
this topic given some
introduction about the topic
2 Body 27 minutes In this session researcher
explain the topic in deeply tell
them about many information
about and also explain the
reasons why barrier create
then in the last researcher tell
them strategies how to
overcome language barrier
3 Motivational video 03:34 minutes In this session researcher play
a motivational video for
teacher this video help to the
teacher to solve the language
barrier problem in the class
5 Discussion 15 minutes In this session when
researcher conduct the
workshop in the last
researcher discuss topic again
teachers and supervisor and
also in the end given the
feedback of the teacher on the
workshop
4.3.4. Analysis of cycle four: Report on cycle four
Planning
In this cycle the observational checklist of language barrier is re observe to assess the
result that occur after the third cycle
Action
On the sampling of research that three teacher their subjects are math, English and
science, its analyzed on checklist that result occurs in five themes medium of
language, profanely, strategies, parents meeting and barriers interpretative

[30]
Observe
The result of overcome the problem language barrier in classroom 52% and 34%the
remaining presence is 14% in classroom after the conduction of workshop in which
detail discussed on the required skills or strategies. Are evolved
Reflection
There is a somehow research gap that required more efforts to deal with that problem
and are essential for student and education betterment but the research that are
showing above is solve the problem of impact of language barrier on student
performance in classroom
Ron. Check List Yes Some How NO
6 In school there is an special instruction or strategy to manage language
barrier
1
33
22222
111
0
0.5
1
1.5
2
2.5
3
3.5
Check List
Yes Some How NO

[31]
In this above graph there’s yes, no, somehow with statement that graph result show
tha14% showing yes with the statement of checklist and 52% showing somehow and
34% showing NO within the statement
s

[32]
Chapter Five
Summary, Discussion, Conclusion and Recommendation
5.1 overview of chapter
This chapter is reflecting to the overall of Discussion and finding, summary,
conclusion and Recommendation based on the research study.
5.2 Discussion
Language barrier is a most common barrier it cause misunderstanding between the
people students mostly face difficult in their due to language barrier students are not
easily catch other languages first they try to understand other languages and here is
teacher role to encourage students where they face difficulty teacher will guide them
and the basis of analysis data finding received from research through the
observational tools checklist and interviews by the teacher in the pre observation that
finding is that . Different medium of instructions effect on student learning that is
effect on language. There is no biased found between language and only distribution
of classroom (sindhi/Urdu) effect on students language and created barriers during
communication .Furthermore analyzed that teacher involvement and using praises
have more importance, also notified that this flaw can be finish by communication on
equal bases And instructions. To follow the strategies or make a skills to overcome
the language Barrier the finding that occur is62.3 agreement with the statement and
24.6 disagreement or the presence of issue somehow according to the above
statements is that 12.5 in checklist and The impact of language barrier in classroom is
categorize into five themes first one is medium of language which is presence 40% in
class Then profanely in the speaking skill to communicate is 20% started that helpful
to overcome the barriers and maintain the languages accuracy is 10% fourth one is
parents meeting is 10% and language barriers that are present. In classroom is 40%
and in the class teacher give proper attention those child which belong their languages
.language barrier create in the class is not necessary due to different language some
student fear to the teacher and don’t ask anything and question they think that teacher
are like too due to languages teacher are not to apply any strategies for
overcome language barrier by conducting the workshop to give awareness how to
overcome language barrier through the strategies then researcher used post –
observational checklist and result is tha14% yes with the statement of checklist
and 52% somehow and 34% NO

[33]
5.3 Summary
This study is observed that Language barrier impact student learning because where
different languages students to meet with each other so create the language barrier in
the class and also create diversity. Mostly students think that if a teacher is a
Sindhi so she support only Sindhi students and if teacher is Urdu so she support only
Urdu languages students and this things create favourtism system in the class.
Language barrier is a big issue and it's is not easy to solve it but through the strategies
technique and activities Teacher will overcome language barrier in the class.
languages barrier impact students learning because some students which faces
language barrier Problem in the class they don't easily understand teacher lecture and
don't take participate in class activity due to this problem and those student don't ask
any things to the teacher due to the fear and they don't move forward here is a teacher
role they create communication between student and ask them reason and encourage
them .and talk them which languages teacher used in the class and if students don't
understand Teacher should ask them and clear their concept and Teacher when teach
the teach students those languages which they understand. In first time student is not
understand other languages but when they communicate other people and talk them so
they are able to understand other languages they don't talk in those languages But
understand and it's positive things in the class between students and teacher And its
help to overcome the language barrier and in these process students and teacher both
are try to. Workout of to reach home language to Target language
5.4 conclusions
The overall conclusion is that the students face a language barrier in the class and its
impact students learning and the purpose of these research to examine the language
barrier in the class and its impact students learning when I went to observed the class
there is a language barrier in the class student teacher are not communicate in good
way. Languages favourtism present in the class and also I observed that students think
that sindhi teacher don’t like Urdu students and Urdu teacher don’t like sindhi student
and teacher were not clear student thinking is that is wrong then researcher worked
on it collect data through the observational tool on the basis of that result conduct the
workshop and give awareness about it told them how to overcome language barrier in
the class by the help of different strategies and this study is very help full for teacher

[34]
to overcome language barrier issues which impact students learning and this study
focused on the teaching how they manage both languages in the class during the
observation teachers said that it is very difficult to overcome so then researcher
worked on it and give awareness that it is difficult but it’s possible to overcome and as
a result show that in the class diversity is finish and both languages student
communicate with each other learn with each other teacher taught them both
languages and in this research purpose and target is that to overcoming language
barrier and students communicate to each other easily and also teacher and also
overcome the diversity in the class these are all things which impact students learning
and also impact student academic performances
5.5 Recommendation
The recommend is that teacher should these in the class for overcome the language
barrier in the future
 Teacher should use both languages Sindhi Urdu in the class
 Teacher should make a pair of students Where one student which
command both languages
 Teacher should create good communication between students to.
Student and teacher to students
 Teacher should encourage and help. Student where they face difficulty
Teacher doesn’t wait for the students to. Ask for help
 Teacher should give the time students to learn other languages don’t
push them to learn language anyhow.
 Teacher should speak. Slowly and clearly
 Teacher should give proper attention each languages students
 Teacher should use repetition the sentences or their talk, some student
Need to. Hear some things more than once .to understand and
remember it don’t expect anyone to understand and something you said
once.
 Teacher should ask. All. Students that they are understand or not which
language she teach them

[35]
 Teacher should create safe learning environment in the class student
should not show that they don't like other languages students and don't
learn with them

[36]
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of-language-and-linguistic-diversity/
Vistawide. (2010). Facts & figures on U.S. students abroad and international World
languages & cultures. US.

[38]
Appendix A
Consent letter

[39]
Appendix B
Pre-Observational checklist
Name .IR. School : High school attached with G.E.C.E .(W)
Subject: Science. Class ; 6TH
s.no Checklist Some
how
No
6 In school there is an special instruction or strategy to manage language barrier 1

[40]
Appendix C
Thematic Interpretation on Transcription of teacher Interview
Teacher Names: R1: miss If
R2:miss sub
R3:miss an
Experience R1:
R2:
R3:
Age R1:x
R2:y
R3:z
School GECE Hyd
Gender F Date R1:30.9.19
R2:30.9 .19
R3:7.10.19
Qualifications R1:M.A Political
science
R2:
R3:
Q1: - Do you know about the term of language barrier and its impact?
R1: -Yes language barrier is that disturbance between four
Language (sindhi/Arabic/Urdu/ English) confuse each
Of them by students thinking and Create barriers
During performing because the native Language is Sindhi/Urdu.
Yes, it’s totally impacts among to each other but in my response
The two language are main first is mother tongue based and second is international.
R2 Yes when different language peoples meet in one place
And they can’t understand to each other language so here language
Barrier created. If we talk about classroom there students belong
Different mother lounge languages so it’s also impact student’s learning
And also impact on communications level of students
R3 yes when different languages are meet together so barrier
Of language created and its impact is that we can’t easily understand
Their languages
Language barrier
Create barriers during
performing because
the native Language is
Sindhi/Urdu
Different languages
Can’t understand
Other languages
Impact of
communication level
Different languages meet
together
Create language barrier

[41]
Q2: - Do you think that language barrier effects your decision
When communicated with other persons?
R1: Yes, it concerned with decision based communicated
From which other personal table to be understandable
From its own language with different criteria wisely,
Take easy from me
R2 Yes it is impact on decision when we communicate
To other language person because we can’t easily share
Our ideas own their language
R 3 I feel easily to talk in my own language person
As much I can’t feel easy to talk with other language person
Q3: - Does the barrier of the language is effect on the academic
Performance?
R1 Yes the barrier of language is effect on the academic
Performance of the students because students are belong
With different Mother ‘tongue language
R2 Yes language barrier effect on the students’ performance
Because some students want to learn in their mother tough
Language because these students don’t like learn with other language
R3 Yes because some students can’t understand other language
Language barrier
effect your decision
Language barrier
effect on taking right
Decision due to
communicate
Can’t easily share
idea
Can’t easily talk
Other languages
person
Academic performances
Different mother tongue
Learn own language
Don’t like to learn
other languages
Can’t understand

[42]
Q4: - What do you think the level of education is prominent
Factor in language?
R1: Yes I think the level of education is prominent factor
In language because of education children can know how
To talk with others in right way
R2 Yes do impact because when someone talk in English
And we can’t understand and its other reason is we don’t like
To talk in other language because we like our language
R3 Yes because students face difficulty to talk with each other
In other language so it is prominent factor in language
Q5; - Do you feel that use of 2nd
language is creating barrier?
R1: - yes 2nd
language create problem because students
Have no proficiency due to speaking.
R2 Yes the 2nd
languages is the prove of barrier
R3 Yes 2nd
languages create language barrier
Prominent factor
Children know how to
talk other in right way
Don’t like to talk
other languages
Face difficulty talk
Other languages
2nd
language create problem
because students have no
proficiency
2nd
languages
2nd
languages

[43]
Q6: - Did you take step to overcoming classroom language
Barrier?
R1 we had resource in past but now we have no resource
Classes of both language students and also separate teachers for
Taught both classes but now we teach students in combine classes
And also we have only one teacher for taught to both languages
Subjects (Sindhi, Urdu,)
R2 Good Communication build between students and
Know about what they can’t understand
R3 It is difficult to overcome language barrier
Q7: - Do you apply the strategies of when you feel difficulty
Among the students in the classroom?
R1 Yes we strategies when students feel difficulty in
Classroom leaning. According to student’s level we
Teach them.
R2 Sometime I use strategies when I think here is needed
R3 Yes I use this strategy (both languages) I think students
Easily understand that topic own their language
Overcoming
Language barrier
No resources
Combine classes
One teacher teach both
classes at same time
Build communication
B/w student teacher
It’s difficult to overcome
Strategies
Feel difficulty
Student’s level
Teach the,
Needed
Both languages

[44]
Q8: - How students background effecting student’s language?
R1: - yes background language is effects on the students
Learning because differ students is belonged the different
Mother tongue language (Marathi; - Hindu student
Belong to it in the language. Some belong to Pashto
, siraki, and Punjabi
R2 Some students mother tongue is different every students
Doesn’t belong not only one language so their background language
Also effect on the students
R3 Mostly students talk their home languages so that they can’t
Easily understand their academic language that’s why I think
Their background languages is effect on students learning
Q9: - Did you ever conduct parents meeting about the student’s
Language?
R1 Yes to be conduct it by the involving of parents and tea hers
, teacher aware the parents to talk with their children’s in which
Language which used in school
R2 I do not conduct parents meeting because
I don’t like this thing because I don’t want to
Tell their parents their weakness
R3 Yes. Teachers guide their parents to talk their
Same language as student talk in school
Background effecting
student’s languages
Different students belong
Different mother lounge
languages
Student don’t belong
one languages
Talk their home
language
Can’t easily
understand
Conduct parents
meting
Involving parents
Don’t conduct
Yes teacher
guide the
parents

[45]
Q10: - Did you ever feel negative attitude (rudeness)
In communication process between students and teachers?
R1: Not overall impact of their attitude but in sometimes student
Take interest its own personal language either it Sindhi/ Urdu
Etc. most of Sindhi students don’t to like the sharing of
Knowledge of them with others so in such away
Urdu language can be processfrom it.
R2 Teacher’s behavior impact on the students when a
Teacher always talk with their in own language so negative
Attitude created in between teacher and students communication
Process
R3 Yes when behave in negative sense way of talking
Are also rudely so students can’t communicate with the
Teacher.
Attitude (rudeness)
Communication
process
Sometime take
interest
Own languages
Teacher’s behavior
impact
Negative, attitude
Behave in negative,
talking rudely
Can’t communicate,
fear

[46]
Appendix D
Agenda of Workshop
Agenda of conduct workshop
Workshop tittle: Impact of language barrier on the academic performances of the
students
Number of participants: 6 teachers 4 prospective teacher
Date: 31. Oct .2019
Time 55:34( 55 minutes and 34 second)
S.NO CONTENT TIME REFLECTION
1 Introduction 10 minutes In this session firstly
researcher introduce the
action research topic “the
impact of language barrier on
the academic performances
of the students ”then
researcher given the
information about this topic
given some introduction
about the topic
2 Body 27 minutes In this session researcher
explain the topic in deeply
tell them about many
information about and also
explain the reasons why
barrier create then in the last
researcher tell them strategies
how to overcome language
barrier
3 Motivational video 03:34 minutes In this session researcher
play a motivational video for
teacher this video help to the
teacher to solve the language
barrier problem in the class
5 Discussion 15 minutes In this session when
researcher conduct the
workshop in the last
researcher discuss topic again
teachers and supervisor and
also in the end given the
feedback of the teacher on
the workshop

[47]
Appendix E
PPT Of workshop
Researcher: wajeeha qurban ali
Workshop on impact of language barrier
on the academic performances
Motivational Video for Teachers.mp4

[48]
Appendix F
Post-Observational checklist
Name .SB. School: High school attached with G.E.C.E. (W) hyd. Class ;
6TH
Ron. Check List
Yes Some How NO
6
In school there is an special instruction or strategy to manage language
barrier 1

[49]
Appendix G
Meeting Paper

[50]

[51]

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