IMPLEMENTING HORNBERGER'S BILITERACY CONTINUA MODEL IN PAKISTANI HIGHER EDUCATION: CHALLENGES AND OPPORTUNITIES

Abstract

This study explores the benefits of integrating Urdu, the first language (L1), into English Language Teaching (ELT), moving away from traditional monolingual approaches. Using Hornberger's (1989) Biliteracy Continua Model as a theoretical framework, we conducted a case study with a bilingual university instructor fluent in both Urdu and English. The instructor utilized bilingual strategies that allowed students to draw from their complete linguistic repertoire during literacy tasks. Data were collected through interviews with the instructor and 15 students and analyzed using qualitative thematic analysis. The findings demonstrate that the use of a bilingual approach enhanced students’ comprehension and engagement, while also addressing the challenges posed by Pakistan's English-only educational policies. This study advocates for the inclusion of Urdu in ELT to create more inclusive and effective learning environments. Our research contributes to the ongoing discussion on language education reform by emphasizing the pedagogical value of bilingualism in multilingual contexts.