English is taught in Pakistani schools from primary through university, yet most graduates cannot hold a basic conversation in English. This paradox has deep roots — and understanding those roots is the first step toward breaking the cycle.
The education system teaches English as a subject, not a skill. In most Pakistani schools, English is treated like mathematics — something to memorize and write exams about. Students learn grammar rules, memorize vocabulary lists, and pass written tests — but never practice speaking. Language is a skill, and skills are developed through practice, not memorization.
Urdu-medium instruction undermines English acquisition. When the language of instruction is Urdu, English remains a foreign language rather than a communication tool. Students translate from Urdu to English in their heads, creating slow, unnatural English. The brain needs immersion to acquire a language — and Pakistani schools rarely provide it.
Teacher quality is inconsistent. Many English teachers in Pakistani schools are themselves not fluent speakers. They teach from a textbook, reading answers rather than demonstrating pronunciation. Students learn from models that are already imperfect, perpetuating the cycle of weak English.
Fear of mistakes creates silence. Pakistani classroom culture often punishes mistakes. Students who make errors in front of the class are mocked or scolded. This creates a deep association between speaking English and embarrassment. The result: students who know English but refuse to speak it.
The solution is small-group, speaking-focused classes. Large classes cannot provide individual speaking practice. Small groups — like those at LEWS Academy — ensure every student speaks in every class, gets personal feedback, and builds confidence in a supportive environment.
Daily self-practice fills the gaps. Even without a teacher, Pakistani learners can practice speaking alone, shadow English audio, read daily and write in English. The habits outlined in our daily practice guide provide a framework for consistent improvement. The root causes are systemic, but the solutions are personal. Every Pakistani who commits to daily English practice can overcome the limitations of the education system.
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