Perspective on Code Switching in Content-Based Classrooms: Government Schools Context in Pakistan

Abstract

Teaching in Pakistan has always shown irregular policy decisions with reference to medium of instructions, and choice of language used by teachers and students. This has resulted in below average education quality in government schools. Multitude of research has been done, both internationally and nationally, on use of language for teaching and learning. Using language repertoire of a learner has been found useful and effective for development and learning (Manan et al., 2017, Liebscher & Dailey, 2005). With recent trend towards code switching by declaring EMI as a challenge (p.47, National Education Policy Report, 2017), the paper aims at mapping teachers' perspective on the policy. This is achieved through a questionnaire and series of interviews on code switching developed on patterns of Translanguage theory (García & Lin,

English Teaching Methods in Chinese and Pakistani Educational Institutes: A Comparative Review

“…Educators incorporate materials and subjects that introduce students to various cultures, viewpoints, and worldwide concerns. Students participate in intercultural exchanges through discussions, debates, and presentations, fostering a more comprehensive comprehension of the global landscape (Saeed & Kashif, 2019). Technology is frequently integrated into teaching methodologies, providing access to genuine resources, online research, and multimedia tools to boost language acquisition and acquaint students with diverse English-speaking environments.…”