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

Saved in:

Bibliographic Details
Title:	Academic Language Proficiency as a Psychological Barrier to Higher Education Access: Voices of First-Generation University Students.
Authors:	Ahmed, Tooba¹ toobaahmed@cuilahore.edu.pk, Iqbal, Zahra² zahra112329@gmail.com, Arshad, Ali³ ali.arshad@nca.edu.pk, Qayyum, Aminah⁴ aminahqayyum@gcwuf.edu.pk, Alkhatib, Omar J.⁵ omar.alkhatib@uaeu.ac.ae, Tarar, Amina Hanif⁶ amnah.tarar@gmail.com, Mahmood, Waqas^7,8 waqas.mahmood@iub.edu.pk, Anwar, Rabia⁹ rabea.anwar@gscwu.edu.pk
Source:	International Journal of Special Education. 2026 Special Issue, Vol. 41, p402-410. 9p.
Subject Terms:	First-generation college students, Language ability, Higher education, Inclusive education, Psychological distress, Rejection (Psychology), Self-efficacy
Geographic Terms:	Pakistan
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. [ABSTRACT FROM AUTHOR]
	Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
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. [ABSTRACT FROM AUTHOR]
ISSN:	08273383