Multilingualism as a Facilitating Factor in ESL Classes at Secondary Level in Public Sector Institutes in Lahore

Abstract

This study explores multilingualism as a facilitating factor in English as a Second Language (ESL) classrooms at the secondary level in public sector institutes in Lahore. In multilingual contexts such as Pakistan, students often bring diverse linguistic backgrounds, including Urdu, Punjabi, and regional languages, into English language classrooms. Rather than viewing this linguistic diversity as an obstacle, this study investigates how multilingual practices can support English language learning and enhance classroom interaction, comprehension, and participation. The study employs a qualitative research design to understand teachers’ and students’ experiences regarding the use of multiple languages in ESL instruction. Data were collected through semi-structured interviews and classroom observations from selected public sector secondary schools in Lahore. Thematic analysis was used to identify key patterns related to language use, pedagogical strategies, and learner engagement. Findings suggest that strategic use of students’ first languages helps clarify difficult concepts, reduces language anxiety, and improves comprehension of English grammar and vocabulary. Teachers also reported that code-switching facilitates better classroom management and encourages active participation among low-proficiency learners. However, excessive reliance on native languages may limit exposure to English if not carefully managed. The study concludes that multilingualism, when used pedagogically, serves as an effective instructional resource rather than a barrier in ESL classrooms. It recommends teacher training programs to promote balanced multilingual strategies that enhance English language acquisition in public sector secondary schools in Lahore.