Abstract:This study aimed to seek the attitudes of Persian, Pashtun, and Uzbek parents towards their daughters in learning English language in Takhar, Afghanistan. Research method was quantitative. Researcher gathered data from 160 parents purposefully in Takhar. The study instrument was a five-point Likert scale questionnaire. Researcher analyzed the data by SPSS software version 25. The researcher used descriptive statistics to determine the frequency and percentage and inferential statistics such as independent samp… Show more
“…This phenomenon was mentioned by the younger participants like Asma, a 23‐year‐old Tajik woman, who had grown up with English already established in the school system. The field that formed around the capital of English influenced her family to support her learning of English as within this field attitudes toward females learning foreign languages had shifted, especially within urban areas where she had moved to, (Daqiq, 2021). Asma: I was in a very small village.…”
Section: Resultsmentioning
confidence: 99%
“…Subsequently, the Afghan government, largely dominated by the US‐backed Pashtun ethnic group, also used madrasahs to promote ideologies of Afghan identity as a nation‐building strategy while anti‐communist ideologies were promoted by western NGOs as part of larger cold war discourses (Jones, 2008; Sigsgaard, 2009). Since 2001, English has been taught in secondary schools from grade 7, but recently has been taught from grade 4 (Orfan, 2021) resulting in more positive attitudes toward learning English in urban areas, especially for female Afghans (Daqiq, 2021). Within rural areas, however, a mistrust of English still exists, with females often denied access to the language of the infidel (Coleman, 2019).…”
The role of English in Afghanistan has always been contentious, but in 2001 English acquired symbolic capital that provided people with a motive to invest in learning the language. To better understand this investment, this study employed Darvin and Norton's Model of Investment along with the notion of Linguistic Entrepreneurship to investigate how dynamic shifts in the global era can influence people's willingness to invest in a new language, and how this investment is tied to issues of ideology, capital, and identity. Narrative data were collected via frames and interviews to present the experiences of people who had lived through a relatively prosperous time in Afghanistan's recent history, yet who also faced uncertainty due to the sudden shift in power that threatened the conditions which had allowed them to align themselves with more global ambitions. The study reveals how government and western support was influential in Afghans investing in English, which allowed them to accrue economic, cultural, and social capital, transforming them into linguistic entrepreneurs. However, recent events mean this support has been marginalized, diminishing the ability of Afghans to invest in English and leaving the participants in this study in a precarious position as new ideologies which promote opposition to western influence take hold of the country.
“…This phenomenon was mentioned by the younger participants like Asma, a 23‐year‐old Tajik woman, who had grown up with English already established in the school system. The field that formed around the capital of English influenced her family to support her learning of English as within this field attitudes toward females learning foreign languages had shifted, especially within urban areas where she had moved to, (Daqiq, 2021). Asma: I was in a very small village.…”
Section: Resultsmentioning
confidence: 99%
“…Subsequently, the Afghan government, largely dominated by the US‐backed Pashtun ethnic group, also used madrasahs to promote ideologies of Afghan identity as a nation‐building strategy while anti‐communist ideologies were promoted by western NGOs as part of larger cold war discourses (Jones, 2008; Sigsgaard, 2009). Since 2001, English has been taught in secondary schools from grade 7, but recently has been taught from grade 4 (Orfan, 2021) resulting in more positive attitudes toward learning English in urban areas, especially for female Afghans (Daqiq, 2021). Within rural areas, however, a mistrust of English still exists, with females often denied access to the language of the infidel (Coleman, 2019).…”
The role of English in Afghanistan has always been contentious, but in 2001 English acquired symbolic capital that provided people with a motive to invest in learning the language. To better understand this investment, this study employed Darvin and Norton's Model of Investment along with the notion of Linguistic Entrepreneurship to investigate how dynamic shifts in the global era can influence people's willingness to invest in a new language, and how this investment is tied to issues of ideology, capital, and identity. Narrative data were collected via frames and interviews to present the experiences of people who had lived through a relatively prosperous time in Afghanistan's recent history, yet who also faced uncertainty due to the sudden shift in power that threatened the conditions which had allowed them to align themselves with more global ambitions. The study reveals how government and western support was influential in Afghans investing in English, which allowed them to accrue economic, cultural, and social capital, transforming them into linguistic entrepreneurs. However, recent events mean this support has been marginalized, diminishing the ability of Afghans to invest in English and leaving the participants in this study in a precarious position as new ideologies which promote opposition to western influence take hold of the country.
“…Currently, English is used in many areas in the country. It is widely used in education, business, economy, government, and media (e.g., social networking sites) (Orfan, 2020a;Akramy, 2021;Daqiq, 2021). English education starts from grade four in public schools and from grade one in most private schools.…”
The study investigated the Afghan EFL instructors’ use of English teaching methods. It also studied whether the instructors’ gender had any significant impact on their responses. A survey questionnaire with 35 closed-ended items was utilized to collect the data from 50 EFL instructors who were teaching English in various English language centers in Takhar. Descriptive and inferential statistics were used to analyze the data. The results of the study revealed that the Afghan EFL instructors frequently used the Grammar Translation Method and communicative language method in their English classes. Moreover, the EFL instructors sometimes used the Audiolingual Method, the Direct Method, the Total Physical Response and the Silent Way. The Silent Way was the least frequently used method in Afghan EFL classrooms. The results also showed that there were not any statistically significant differences between female and male instructors’ response. The study suggests an eclectic use of methods in English classes in order to make English learning more meaningful to students.
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