Academic Language Proficiency as a Psychological Barrier to Higher Education Access: Voices of First-Generation University Students

Abstract

The present study aimed to explore the academic language barrier in accessing university education for the first generation students in Pakistan. A qualitative phenomenological design was used and 100 first generation undergraduate students were selected from public sector universities of Lahore, Faisalabad, Multan, Rawalpindi and Islamabad. Semi-structured interviews were the main data collection tool and were carried out in Urdu and English language depending on the preference of the participants. Thematic analysis was used to find common themes in the data. Results indicated that low levels of academic English proficiency caused significant psychological distress such as language anxiety, low academic self-efficacy and a strong sense of intellectual exclusion. Participants consistently reported the English dominated academic environment as a source of feelings of inadequacy and alienation that, in turn, affected their motivation and academic achievement. The study found that language barriers were not only academic difficulties but also psychological barriers that stem from the inequitable educational system. The results have significant implications for the policy of the universities, pedagogy, and inclusive higher education in Pakistan..