Abstract
It may stretch from a couple of months to years and might include the lodgings too. The madrassa education is imparted in Arabic and comprising the major part of teachings in native or regional language. Scholars join university for the purpose after finishing aalam course or other short madrassa courses with matriculation in school. The HEC recognized universities offer curriculum in English as medium and mode, with exception of a few. But the compulsory courses of functional English are also to get through, as they are credited and bear a good percentage and weightage in overall result. Besides, the degree is not awardable, unless the compulsory courses are cleared. The madrassa scholars are found to face problems in scoring upto passing percentage in English curriculum and courses. A number of studies have been conducted on attitudes towards English language, but there is almost no research on attitudes of university under graduates towards English language, particularly towards the students who have received some education in madrassas for various purposes. The present research focuses on the attitudes of under graduates towards English as a language. The results of the questionnaires were depicted in percentage. To gather more information, semi structured interviews were also conducted with about 10 participants. The interviews are qualitatively and thematically analyzed focusing on the language issues at madrassas. The findings reveal that the students agree that for achieving a university degree, English is essential and that their incapacity of acquiring English language had been the result of multiple social, political, cultural and economic issues, which involves the trends, mind sets and norms followed at madrassas and at home.
Dr.zainab Akram, Dr. Sabeen Akbar. (2019) EXPLORING APPROACHES OF UNIVERSITY UNDER-GRADUATES, SCHOOLED AT MADRASSA, TOWARDS ENGLISH LANGUAGE A CASE STUDY OF QUETTA CITY, Epistemology: Journal of Islamic Studies, Volume 6, Issue 1.
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