English Language Teaching in Pakistan: Language Policies, Delusions and Solutions

Manan, Syed Abdul; David, Maya Khemlani; Dumanig, Francisco Perlas

doi:10.1007/978-3-319-22464-0_10

Cited by 29 publications

(18 citation statements)

References 33 publications

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“…Commentators contend that the policies are deficient and are divorced from the realities. The acute shortage in supply of 'the quantity and quality of resources' (Shamim 2008, 244), which precisely include lack of funds, skilled and proficient English language teachers, educational technology, and effective teaching materials, are the major challenges in the effective implementation of English-medium policy particularly in schools (Coleman 2010;Coleman and Capstick 2012;Manan, David, and Dumanig 2015a;Mustafa 2011;Rahman 2004a;Shamim 2008).…”

Section: Language and Educationmentioning

confidence: 99%

Disjunction between language policy and children's sociocultural ecology – an analysis of English-medium education policy in Pakistan

Manan

David

Dumanig

2015

Language and Education

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2015): Disjunction between language policy and children's sociocultural ecology -an analysis of English-medium education policy in Pakistan, Language and Education, Sociocultural theory and constructionists propose that language learning is a socially and culturally mediated process, and they emphasize on social interaction. This study examines the amount of students' exposure to the school language to account for the link between English-medium policies in low-fee English-medium schools and children's sociocultural ecology. Employing a mixed methodology, the study draws samples (245 students, 8 teachers, and 11 school principals) from 11 schools in Pakistan. Sociocultural ecology denotes the languages students come into contact, either passive or active, in domains such as schools, homes, and via media. Results suggest that majority of children belong to uneducated or less-educated families whose exposure to English language is negligible through either reading material, social interaction, or via media. Urdu is the de facto language of interaction in schools. English is limited to occasional clich es, superficial norms, or cosmetic behavioral commands than genuine communication intent. Based on data and experts' views, study concludes that English language stands foreign to sociocultural ecologies of most children which results in several disadvantages À incomprehension of subject material, rote learning, reduced creativity/critical thinking, and parents' disengagement from the teaching/learning processes. We propose for a mother tongue-based multilingual policy for earlier stages of schooling.

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Section: Language and Educationmentioning

confidence: 99%

Disjunction between language policy and children's sociocultural ecology – an analysis of English-medium education policy in Pakistan

Manan

David

Dumanig

2015

Language and Education

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“…As a save you prevent surrender give up stop cease end result, non-elite or low-rate English medium schools have mushroomed in the remaining a long time or so (Harlech, Baig & Sajid, 2005;Manan, Dumanig & David, 2015;Rahman, 2004). However, their requirements of educationstudying of English are in massive element questionable (Fareed, Jawed & Awan, 2018;Manan, David & Dumanig, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

The Lost Glory of Urdu Medium Schools: A Socio-Academic Survey on White Collar Parents' Perceptions about English Medium Schools' Superiority

Saleem¹,

Nadeem

Abid

2021

GSSR

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This article descriptively unfolds the socio-academic perceptions of white-collar parents about the superiority of English medium over Urdu medium schools. An opinionnaire containing twenty-five opinion items was administered to fifty parents who send their wards to popularly known as English medium schools. The results of the study show that the majority of parents are fearful about the socio- academic or professional future of the children if sent to Urdu medium schools, which are either in the public sector or known as Galli/mohallah schools having eye-catching names. The study unfolds that a majority of parents themselves studied at Urdu medium schools, which, according to them, were once capable of catering to the multi-faceted needs of the students. Hence, the study invites the attention of the policymakers to address the issue and try to bring back the lost glory of the Urdu medium/public sector schools, which may guarantee the socio-economic future of students.

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“…Since English is at the top hierarchal position in Pakistan, those who are not fluent in the language are unable to socially advance, become employed, and compete in various competitive exams. English, thus, occupies the most critical and central place in a Pakistani students' life (Manan, David, & Dumanig, 2016).…”

Section: English and Its Curricular Reforms In Pakistanmentioning

confidence: 99%

Agentive Apprenticeship of Observation and English Teacher Identity: A Pakistani Case of Learning to Teach English

Channa

2020

CJAL

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An exploration of literature on second/foreign language (L2/FL) teaching suggests that the phenomenon in question has been investigated either by examining classroom processes or by exploring teachers’ lived experiences. Situated in the latter area, this paper reports a qualitative study that understands how Pakistani primary school teachers learn to teach English—the subject mandated in recent curricular reforms—and develop their English teacher identity. The findings problematize the apprenticeship of observation concept and demonstrate that the teachers agentively draw upon their favorite English learning experiences. They teach English not the way they were taught, rather, they teach the way they loved learning English. Thus, they develop the English teacher identities they adored while they were students. The paper presents pertinent implications.

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English Language Teaching in Pakistan: Language Policies, Delusions and Solutions

Cited by 29 publications

References 33 publications

Disjunction between language policy and children's sociocultural ecology – an analysis of English-medium education policy in Pakistan

Disjunction between language policy and children's sociocultural ecology – an analysis of English-medium education policy in Pakistan

The Lost Glory of Urdu Medium Schools: A Socio-Academic Survey on White Collar Parents' Perceptions about English Medium Schools' Superiority

Agentive Apprenticeship of Observation and English Teacher Identity: A Pakistani Case of Learning to Teach English

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