The study investigates how Pakistani media discourses represented the populist political rhetoric of Pakistan Tehreek-e-Insaaf (PTI) between 2016 and 2018. Applying the theoretical lens of corpus-based critical discourse analysis to a specially constructed corpus, the study examines how PTI's populist political rhetoric was co-opted by the media to garner public support for it prior to the 2018 elections and then to criticize its performance following electoral victory. The selected corpus comprised news, articles, and headlines published in English newspapers between 2016 and 2018. Based on the analysis, the study identifies linguistic devices and strategies in the media discourses covering PTI's run-up to the elections and ascent to power. It also sheds light on the types of populism exercised by the media in depicting political messages to move from promotion of PTI's vision and rhetoric to critique of its perceived post-election failure to fulfil its promises. Concordance lines and collocation analysis furnish evidence of a shift in the media discourses from pre-election optimism and ideological valorization of the PTI agenda to failure and loss of hope in the PTI government following its assumption of leadership.
Background and Purpose: There has been a strong assumption on part of ESL practitioners to use target language for teaching of ESL. However, in recent years, translanguaging has gained significant importance in teaching of ESL. This systematic review concentrates on empirical studies that draw on translanguaging framework in ESL classrooms in diverse contexts. By using the guidelines provided by PRISMA, the current work sheds light on the recent plethora of literature available across the globe. This systematic review identifies the differences with reference to the settings, participants’ background, methodology, and research problem. Moreover, it also evaluates how translanguaging has helped to improve ESL in diverse contexts. Also, it also suggests possible avenues for future research. Methodology: Data was collected from 2015 to November 2021. The studies that used translanguaging for improving ESL skills are focused and analyzed. Findings: The findings of the study showed that predominantly the research was conducted at the school level in the contexts of Africa, Japan and Indonesia using the qualitative approach. The findings also showed that translanguaging is helpful to improve ESL performance generally, but specifically it improves reading comprehension, vocabulary and writing skills. Moreover, the findings also indicated the positive attitude of teachers and students towards translanguaging pedagogy. Contributions: The study synthesizes the knowledge to inform practitioners, researchers, teachers’ trainers, and policy makers about the recent advances in the field of teaching ESL, while using the learners’ complete linguistic repertoire. Keywords: Translanguaging pedagogy, English language learning, systematic review, survey, recent advances. Cite as: Atta, A., & Naqvi, S. B. (2022). Pedagogical translanguaging in English as second language (ESL) classrooms: A survey of existing studies. Journal of Nusantara Studies, 7(2), 120-146. http://dx.doi.org/10.24200/jonus.vol7iss2pp120-146
In Pakistan, people can often speak three languages (Urdu, English, and a regional language). The de jure policy of the country encourages vernacular languages, but the de facto policy encourages the use of English and Urdu. No attention is paid towards the vernacular languages, especially Punjabi. Elite schools serve as instruments for the promotion of English. For this reason, Urdu and Punjabi languages are ignored by these schools. Consequently, the young generation is no more interested in speaking these languages. Keeping in view this situation,the current research investigates how the national language policy is being interpreted in elite schools regarding the use and non-use of language(s) in educational settings. It also pays attention towards the effect of school policy on the linguistic choices of stakeholders. For this purpose, data was collected from the branches of two elite schools (Beacon House and Lahore Grammar Schools) operating in Gujrat. The study adopted a mixed method (qualitative andquantitative) approach for data collection. For qualitative data collection an interview protocol was developed while the quantitative data was collected from (principals, teachers, students, and parents) through questionnaire. The responses to the questionnaire were analyzed descriptively through Statistical Package for Social Sciences, while a qualitative data analysis approach was applied for the analysis of the data collected from the interviews. The findings revealed that elite schools have their own policies. These schools have their own language policy and pay no heed to the government policy. This indicates that the language policy of elite schools plays a significant role in subtractive bilingualism. Due to the English only policy, the students are not interested in their mother andnational languages. Furthermore, theselanguages serve as identity markers for students; however, in practice they feel ashamed of speaking these languages. Keywords: elite schools, language planning and policy, learner’s identity,school language
This study analyzes the differences between the academic writing of undergraduate students belonging to two Pakistani universities, one located in an urban setting and the other in a rural locale, in an attempt not only to identify why these differences may arise but also how such learners may be encouraged to more readily adopt academic writing techniques in their theses. Data comprises the abstract and discussion sections of undergraduate students’ dissertations. The study uses Swales’ CARS model to analyze the academic writing proficiency demonstrated in the selected data. The study finds that the occurrences of a particular move were more frequent in the dissertations of the rural area students. In contrast, the instantiation of hedges was significant in the dissertations of learners from the urban area university. These observed differences confirm the perception that in terms of academic writing “quality”, the universities in rural settings in Pakistan are not sufficiently competitive with peer institutions in urban settings. The study further reveals that dissertations from rural setting universities reflect poor use of rhetorical moves associated with good academic writing, while in line with Swales’ CARS model, students from the urban university show significant linear patterns and accuracy in their academic writing.
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