English Language Teaching in Pakistan (English Language Teaching: Theory, Research and Pedagogy)

✍ Scribed by Naziha Ali Raza (editor), Christine Coombe (editor)

• Publisher: Springer
• Year: 2022
• Tongue: English
• Leaves: 369
• Category: Library

✦ Synopsis

This book presents empirical research on teaching, learning and assessment, and teacher development practices in Pakistan. Despite extensive academic research conducted in Pakistan over the last decade, there is a dearth of internationally published literature on English language teaching in the country. This book covers current research priorities and initiatives concerning English language teaching, learning and assessment, empirical developments, and major professional development initiatives, both in Pakistan and involving the work of Pakistani scholars based in abroad. It highlights the impacts that development efforts are having in the ELT world in Pakistan. The respective chapters cover a diverse range of topics, including: continuous professional development (CPD), identity construction, English language policy, curriculum development, and innovative ELT approaches and methodologies used in Pakistan. This volume provides valuable insights for TESOL and applied linguisticsscholars and practitioners working in the field of ELT, both in Pakistan and elsewhere in the globalized world.

✦ Table of Contents

Foreword
Acknowledgements
Praise for English Language Teaching in Pakistan
Contents
Editors and Contributors
1 Volume Introduction: English Language Teaching in Pakistan: Theory, Research, and Pedagogy
Introduction
Why There is a Need for This Book
Themes Addressed Within the Volume
Part I: Continuing Professional Development
Part II: Identity Construction
Part III: Language Policy
Part IV: Curriculum Reform
Part V: ESL Writing
Part VI: Contextual Pedagogy and Methodology
Part VII: Innovative Approaches
Conclusion
References
Part I Continuing Professional Development
2 Teacher Development Through Outreach Programs
Introduction
Teacher Development, Professional Development, or Continuous Professional Development?
Why Engage in Continuous Professional Development?
What Makes Continuous Professional Development Effective?
Needs Based
Enhances Knowledge and Practice
Includes Active Learning and Reflection
Content Focused
Sustained
Evaluated for Impact
Socially Constructed
What Constitutes CPD?
Rationale for the Outreach Program
Phase 1: Invitations from Local Affiliates
Phase 2: Invitations from Accredited Universities
Phase 3: Field Visits to Rural Institutions
Phase 4: Sourcing Funding
Phase 5: Development and Implementation of Support Plans
Phase 6: Future Directions
The Way Forward
References
3 ELT, Teacher Education, and the EMI Context in Pakistan
Introduction
Current Language and Content Teaching Practices
English Language and Subject-Specific Teachers in the Pakistani Context
Subject-Specific Teachers
English Language Teachers
ELT: Teacher Education
Recommendations
References
4 Foreign Professional Development Programs in Pakistan
Introduction
Teacher Education in Pakistan
Existing Research on Teacher Education
The Public and Private School Divide in Pakistani Education
The State of Teacher Education in Pakistan
The Significance of Context in Teacher Development
Effective Professional Development Programs
School-Based Professional Development
The Study
The Structure and Content of Two Professional Development Programs
Data Collection
Data Analysis and Discussion
The Content
The Experience of Foreign Professional Development
Other Areas of Concern
Conclusions and Recommendations
References
Part II Identity Construction
5 Identity Construction Among Tertiary Teachers in Pakistan
Introduction
Defining Teacher Identity
Conceptualizing Teacher Professional Identity
Kelchterman’s Five Aspects of Professional Identity
Identity of Second Language Teachers
Researching Identities of English Language Teachers in Pakistan
Population and Sample
Data Collection and Analysis
Pakistani Teacher Identities: Convergence and Divergence
Family Background and Parental Influence
Effect of Positive or Negative Educational Experiences
The Role of Organizational Culture, Leadership, and Colleagues
Personal Changes and Negotiations
Time and Workload Management
The Purpose and Personal Conviction for Professional Identity
Underpinnings of Pakistani Teacher Professional Identity
Vision of Oneself as a Teacher
Evaluation of Oneself as a Teacher
Job Motivation
Understanding of One’s Tasks as a Teacher
Future Perspectives
Implications
Offering Support and Guidance for Teacher Identity Construction
Conclusion
References
6 Non-native Teacher Identity in Saudi Universities
Introduction
NNEST Identity
The Research Study
Context
Research Questions
Methodology
Participants
Data Collection
Validity
Findings
Participant Profiles
Emergent Themes
Identity Construction Framework
Complexity
Diversity
Collaboration
Conclusion
Appendix: Interview Protocol
References
Part III Language Policy
7 English in Pakistani Universities: An Analysis of Linguistic Features
Introduction
History of PakE
Indigenization of English in Pakistan
Acceptance of Pakistani English
Methodology
Analysis of Findings
Perceptions of PakE
Linguistic Features of PakE
Discussion
Conclusions and Implications
Glossary of Urdu Terms Used
References
8 Pakistan’s English in Education Policy: A Study of Drawbacks
Introduction
Current ‘Language in Education’ Policy in Pakistan—An Undocumented and Unofficial Language Policy
Challenges in Documenting a Clear ‘English Language in Education’ Policy
Historical Challenges
Linguistic Challenges
Political Challenges
Drawbacks of the Lack of a Clear Policy
Inconsistent Mediums of Instruction (MOIs)
Focus of English Teacher Preparation Programs
Direction for Research on ELT and Policy Development
Conclusion
References
9 Issues and Challenges in Legitimizing Localized English: A Critical Reappraisal of Native Speakerism in Pakistan
Introduction
Nativist Approach: Myth or Reality?
Modelling English Varieties
English and Multilingualism
Current State of English in Pakistan: Prospects of Pakistani English
Idealized Vision of English and Urdu in Pakistan and Standardized Deviations
Prospects of Pakistani English: Issues and Challenges
Users of English in Pakistan
Modes of Communication and Generic Employment
Recommendations
Conclusion
References
Part IV Curriculum Reform
10 English Language Curriculum Development in Pakistani Universities
Introduction
Theoretical Framework of the Research
English Language Curriculum
Curriculum in Pakistan
Research Questions
Research Design
Context
Participants
Data Collection
Findings and Discussion
Beliefs About Curriculum in Higher Education
Curriculum Committee Selection
Purpose of Curriculum Design
Process of Curriculum Development
Academic Needs of Students
Situational Analysis of Various Campuses
Preparation of Teaching Materials
Evaluation of Learning Outcomes and University Teachers
Conclusions and Recommendations
References
11 The Reality of Change: Teachers’ Perceptions About Curriculum Reform in Pakistan
Introduction
Literature Review
Conceptualization of Curriculum
Curriculum Change
Context of the Study
Methodology
Participants
Data Analysis
Lecturers’ Perceptions
References
Part V ESL Writing
12 ESL Writing Courses: Perspectives of Pakistani Graduates at a University in the United States
Introduction
Pakistani Students and ESL Writing Course-Related Research in the United States
ESL Courses in the Researched Context
Research Questions
Methodology
Instruments
Participants
Results and Discussion
Item 7: Which of the Two Courses ESL 500 and ESL 501 Were More Useful?
Item 8: Which Course/s Would You Have Chosen for Improvement of Academic Writing?
Item 9: Highest Degree from Pakistan
Item 10: Current Program of Study at University
Item 11: Current Field of Study
Item 12: Potential Usefulness of ESL Writing Courses
Item 13: The ESL Writing Courses Have Taught Me How to Use the Following Resources Well
Item 14: The ESL Writing Courses Have Developed My Sense of Personal Worth as an International Student
Items 15 and 16: The ESL Writing Courses Have Enhanced my Abilities as An International Student
Item 17: Instructors in the ESL Courses
Item 18: ESL Instructors’ Strategies
Item 19: Students’ Perceptions About the Effectiveness of Instructors
Item 20: How Can These ESL Writing Courses Be More Effective with Respect to Your Chosen Field of Study?
Discussion and Conclusion
Pedagogical Implications
Appendix: Participant Survey
References
13 The Impact of Written Corrective Feedback on Second Language Composition in English
Introduction
Statement of the Problem
Objectives of the Study
Research Questions
Literature Review
Research Methodology
Data Analysis
Theoretical Framework
Results
Effects of Different Types of Feedback
No Feedback
Discussion
Effect of Different Types of Feedback on Students’ Accuracy in Using Target Grammar Forms
Direct Feedback
Indirect Feedback
Written and Oral Meta-Linguistic Feedback
No Feedback
Effect of Feedback on Accuracy in Target Grammar Forms over a Period of 6 Weeks
Scope for Future Research
Recommendations
Conclusion
References
14 Prepositional Errors Among Undergraduate ESL Learners in Pakistan
Abstract
Introduction
What is An Error?
The Difference Between ‘Errors’ and ‘Mistakes’
The Use of Prepositions in English Language
Statement of the Problem
Significance of the Research
Research Questions
Literature Review
Research Approach
Research Instruments
Sample Population
Data Collection
Data Analysis and Discussion
Correct Responses
Incorrect Responses
Interlingual and Intralingual Errors
Interlingual Errors
Intralingual Errors
Mis-selected Prepositions
Incomplete Application of Rules
Conclusion
Recommendations
References
15 Using Portfolios to Formatively Assess the Writing Skills of Undergraduate ESL/EFL Students
Introduction
Statement of the Problem
Rationale of the Study
Significance of the Study
Literature Review
Assessment of Writing Skills
Developing Writing Skills Through a Process Approach
Definition, Content and Types of Portfolios
Using Portfolios in ESL/EFL Settings
Methodology
Context
Course Profile
Research Participants
Stages of Action Research
Data Collection Tools
Data Analysis
Findings
The Reconnaissance Stage
Portfolio Analysis from the Intervention Stage
Establishing Assessment Criteria
Teacher Feedback and Revision
Perceived Benefits of Using Portfolios
Discussion and Conclusion
Model of the Portfolio
Question of Student Autonomy
Judging Performance in a Formative Context
Perceived Benefits of Portfolios
Recommendations
Conclusion
Appendix A: Needs Analysis Questionnaire
Appendix B: Writing Task
References
Part VI Contextual Pedagogy and Methodology
16 English Language Learning Strategies in Higher Secondary Education
Background
English Language Capabilities of Pakistani Learners
Conceptualizing Language Learning Strategies
Research on English LLS in Pakistan
Strategies Used by Pakistani Students: Research Findings
Metacognitive Strategies
Cognitive Strategies
Social Affective Strategies
Effects of Demographic Variables on the Use of LLS in Pakistan
A Comparison Between Public and Private Schools
Implications
References
17 Mediated Learning in an Exam-Oriented Environment
Background
Perspectives on the Teaching–Learning Process
Social Interactionist Views
Mediated Learning Experiences
Social Constructivist Views
Features of Mediation
The Study
Participants
Research Instruments
Ethics and Limitations
Findings
Survey Findings
Interview Findings
The Real Picture
Conclusions and Implications
Appendix I: Teacher Survey
Appendix—II: Interview Schedule
References
Part VII Innovative Approaches
18 Improving ELT Through Process Enneagram—A Design Research Project
Design Research
What is Process Enneagram?
Multimodal Perspective of a Classroom
Tools for Analysis of the Status Quo
Description of the System
Setting
Status of Languages
Issues and Strengths within the System
Goals and Elements of the Design Model
Planning
Class Teacher’s Involvement
Implementation of the Design Model and Its Outcomes
Outcomes
Students’ Involvement
The Positive Role of the Class Teacher
Insights Related to Personal Beliefs
Challenges and Limitations
Conclusion
Appendix A: Applying Process Enneagram to an ELT System
Appendix B: Lesson Plans
Appendix C: Students’ Feedback
Appendix D: Teacher’s Feedback
References
19 EFL Teaching and CALL in Higher Education in Pakistan
Background of ELT in Pakistan
The National Committee on English (NCE)
The English Language Teaching Reforms Project (ELTR)
Computer-Assisted Language Learning (CALL)
Objectives of the NCE’s Sub-Committee on CALL
A Study to Analyze the Impact of the CALL Training Under ELTR (2004)
Research Population
Research Methodology
Findings from the Study
Achievements and Possibilities
Challenges
Future Directions
Conclusion
Appendix 1: Questionnaire for CALL Training Participants Teachers
Appendix 2: Interview Questionnaire for the Resource Persons
References
20 The Eclectic Approach in Teaching English for Communication
Introduction
The Eclectic Approach in Teaching
Background to the Study
Statement of the Problem
Literature Review
English Language Teaching Concepts
Methodology
Research Design
Sample Population
Research Instrument and Data Collection
Data Analysis and Interpretation
Discussion and Recommendations
Conclusions
References
21 Language Pedagogy: An Evaluation of Oral Communication Skill Materials in Secondary School ELT Books in Pakistan
Background
English as a Global Language
Importance of English Language in Pakistan
English Language in Education in Pakistan
ELT and English Language Competence in Secondary Schools in Pakistan
Literature Review
Oral Communication Skills (OCS): Role and Importance in Language Pedagogy
Coursebook Evaluation: Theoretical Perspectives and Principles
The Study
Research Questions
Data Analysis and Discussion
Redford, R. (2007). Oxford Progressive English: 9. (OPE9). Published by Oxford University Press.
Afzal et al. (2010), English Book 2. (EB2). Published by Punjab Textbook Board
Comparison of OPE9 and EB2: Selection or Rejection
Conclusion
Appendix
References