English-Speaking Difficulties, Code-Switching, and Curriculum Implementation in Gujranwala Schools: A Mixed-Methods Sociolinguistic Study

Abstract

Being proficient in English speaking is a key aspect of communication competence as globalization levels all over the world. Though various students in Pakistan, mostly those in Gujranwala, still face several difficulties in speaking English even after years of receiving formal English instruction starting from primary school up to university level. This continued problem sparks debate on curriculum use, teaching methods, and the English language learning environment. Up till now, studies done in Pakistan have mostly focused only on speaking problems. Still, little empirical research has looked at how code-switching behavior, curriculum use, and learners' feelings together affect performance in English within a mixed-methods sociolinguistic setup in the local context of Gujranwala schools. By investigating how sociolinguistic, pedagogical, and psychological aspects influence the English-speaking skills of students in school, this paper attempts to fill this gap. It tackles mainly the implementation of the curriculum. The research is based on Sociocultural Theory (Vygotsky), Communicative Language Teaching (CLT), and Second Language Acquisition (SLA) theory, mainly Krashen's Input Hypothesis and Affective Filter Hypothesis. These theories together show the role of social interaction, understandable language input, and affective factors in the development of second language speaking skills. This study is carried out in a multilingual environment where Punjabi and Urdu are the main means of communication outside school, with English being mostly limited to school and examination settings only. Such a restricted use of English for genuine communication decreases chances for meaningful communicative practice and leads to more first-language transfer in speech production. Generally, practicing English language skills is relegated to a secondary role as the main focus is to prepare students for the exams. Teachers often combine English, Urdu, and Punjabi to give instructions, which helps students understand well and at the same time keeps them in line. This technique works as it gives the students a quick grasp of the subject, but deprives them of the use of English and This way deprives the students of the spontaneous use of English. Besides that, psychological issues like feeling nervous about speaking in a foreign language, fear of making mistakes, and lack of self-confidence are so strong that they practically stop learners from engaging in speaking activities.