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This study is an attempt to explore different contextual issues related to the use of English language especially as second language when assessing studenti¯s learning in different subject areas. The study focused on exploring teachersi¯ perceptions about the role of English language in assessment and their practices related to English language proficiency of the learners, in social science subjects at Higher Education level. Based on criteria, twenty faculty members were interviewed. Document analysis was also key source of data collection. Data were analyzed qualitatively through descriptive thematic approach. Findings show that the language remains an issue even at First Degree (graduation level). Teachers expect from students that they should not have language related deficiencies. Teachersi¯ expectations from the students in terms of their proficiency in English language were not being met. Few faculty members were viewing no role of English language in the subject they taught because of the nature of the subject they teach. Majority deducted marks (the deduction of marking varied from faculty to faculty) for grammatical mistakes and other deficiencies of students in their speaking and writings. They handled this issue according to their individual approach and understandings. The faculty who thought it impossible that English can be replaced by Urdu at graduation level. It can be recommended that there should be a common, uniform policy about the medium of instruction across the system. It could be a good start if such policies are designed and implemented at institutional level first. Such policies can then be developed for larger than institutional level.

international journal of social science studies

Teachers’ Perceptions about the Role of English in Students’ Assessment and Current Practices in Public Sector Higher Education Institutions in Gilgit, Pakistan