English Language Teaching Methods & Status in Pakistan

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ENGLISH LANGUAGE AND LANGUAGE TEACHING METHODS IN PAKISTAN

STATUS OF ENGLISH IN PAKISTAN Points to consider: Points to consider: Language Language Power and Social context Power and Social context Social Status Ladder Social Status Ladder Placement of English in the Language Policy of Pakistan Placement of English in the Language Policy of Pakistan Placement of English in the Education Policy of Pakistan Placement of English in the Education Policy of Pakistan English and Economic power English and Economic power English and Power of Media English and Power of Media

ENGLISH LANGUAGE AND EDUCATION IN PAKISTAN Historical background of English in the sub Historical background of English in the sub- -continent continent Historical context of positioning of English in education in Historical context of positioning of English in education in the sub the sub- -continent continent The language policy issue in higher education in The language policy issue in higher education in Pakistan Pakistan Supremacy of English: English as official language and as Supremacy of English: English as official language and as medium of instruction medium of instruction in Higher education in Higher education Every policy as an interim arrangement Every policy as an interim arrangement

TEACHING AND LEARNING OF ENGLISH IN PAKISTAN How it is done How it is done I In n Pakistan, the way Pakistan, the way English language is English language is taught leaves barely taught leaves barely any ground for any ground for learners to properly learners to properly incorporate this incorporate this language in their language in their daily communication. daily communication.

TEACHING AND LEARNING OF ENGLISH IN PAKISTAN How it is done How it is done How it needs to be done How it needs to be done It is taught either as an It is taught either as an abstract system abstract system (grammar) dealing with (grammar) dealing with de de- -contextualized contextualized meaning or as meaning or as communication dealing communication dealing with contextualized with contextualized meaning. meaning. English should be taught English should be taught more as a language than more as a language than as a subject as a subject

TEACHING AND LEARNING OF ENGLISH IN PAKISTAN How it is done How it is done How it needs to be done How it needs to be done Pakistani Pakistani English teachers have a tendency teachers have a tendency to teach the language to teach the language through the medium of through the medium of Urdu or a local language Urdu or a local language probably because their probably because their own competence in own competence in English is poor or English is poor or because they have so because they have so little confidence in their little confidence in their own competence . own competence . English T There here is a need to develop a is a need to develop a consciousness among the consciousness among the English teachers that this is English teachers that this is no longer a matter of drilling no longer a matter of drilling students in grammatical students in grammatical skills, instructing them in skills, instructing them in turning out a five turning out a five- -paragraph essay, responding essay, responding appreciatively to novels, appreciatively to novels, plays and poems or creating plays and poems or creating their own in the like their own in the like manner (Morgan, 1997). manner (Morgan, 1997). paragraph

TEACHING AND LEARNING OF ENGLISH IN PAKISTAN Warwick and Warwick and Reimers and curriculum divorced from real problems also prevent and curriculum divorced from real problems also prevent students from being expressive in English in higher students from being expressive in English in higher education. Murray (2005) also notes that NNS (non education. Murray (2005) also notes that NNS (non- -native speakers) teachers admit that they use L1 as the medium speakers) teachers admit that they use L1 as the medium of instruction and have examination preparation as the of instruction and have examination preparation as the leading aim of teaching. Moreover, leading aim of teaching. Moreover, Kamhi Mahboob Mahboob (2005) observe that many English teachers speak (2005) observe that many English teachers speak very little English in the classroom. It is suggested that not very little English in the classroom. It is suggested that not only students undergo language problems but the teaching only students undergo language problems but the teaching faculty also do not use English competently. faculty also do not use English competently. Reimers (1995) view that unmotivated faculty (1995) view that unmotivated faculty native Kamhi- -Stein and Stein and

WHAT IS NEEDS ANALYSIS AND WHY WE NEED TO CONSIDER IT DURING CURRICULUM DEVELOPMENT? Richards (2011, p.52), identifies the purpose of Richards (2011, p.52), identifies the purpose of needs analysis for curriculum development in needs analysis for curriculum development in English language teaching: to find out what English language teaching: to find out what language skills a learner needs in order to perform language skills a learner needs in order to perform a particular role. a particular role.

WHAT IS NEEDS ANALYSIS AND WHY WE NEED TO CONSIDER IT DURING CURRICULUM DEVELOPMENT? Needs Analysis Needs Analysis is a formal, systematic process of identifying is a formal, systematic process of identifying and evaluating training that should be done, or and evaluating training that should be done, or specific specific needs needs of an individual or group of employees, of an individual or group of employees, customers, suppliers, etc. customers, suppliers, etc. Needs Needs are often referred to as 'gaps', or the difference between what is currently done and 'gaps', or the difference between what is currently done and what should be performed. what should be performed. are often referred to as

CONSTRAINTS OF LANGUAGE TEACHING METHODS IN PAKISTAN In ELT context, we find many constraints, such as In ELT context, we find many constraints, such as inadequate resources, overcrowded classes and inadequate resources, overcrowded classes and unenthusiastic teachers who restrict the adoption of unenthusiastic teachers who restrict the adoption of teaching methodology derived from language learning teaching methodology derived from language learning theories. Moreover, language policy is hinged on by theories. Moreover, language policy is hinged on by religious, cultural, social and political circumstances. religious, cultural, social and political circumstances.

Do you think that teaching students through Do you think that teaching students through Bilingual mode is more appropriate with regard to Bilingual mode is more appropriate with regard to Pakistani classrooms? Pakistani classrooms? Why? Why?

TEACHING SPEAKING AND LISTENING IN PAKISTAN Role of Social context Role of Social context Influence Influence of first language of first language Speaking Speaking and listening practices in Pakistan and listening practices in Pakistan Skills Skills are not given importance. Writing is are not given importance. Writing is the only only skill that is given importance. Speaking skill that is given importance. Speaking and and listening are neither taught, not evaluated listening are neither taught, not evaluated the

TEACHING SPEAKING AND LISTENING IN PAKISTAN Needs Needs English is used everywhere in a global world. English is used everywhere in a global world. Need to reconsider communicative needs. Need to reconsider communicative needs. Need Need - - The roles they are expected to perform and their The roles they are expected to perform and their needs regarding the functionality of language. needs regarding the functionality of language. Issues Issues Classroom resources, unmotivated teachers, Classroom resources, unmotivated teachers, disinterested students, inadequate curriculum, non disinterested students, inadequate curriculum, non- - availability of teachers and textbooks. availability of teachers and textbooks.

TEACHING SPEAKING AND LISTENING IN PAKISTAN Concerns Concerns Schooling system in Pakistan Mediums of instruction Public vs. Private sector Writing oriented examination system in Pakistan

What are some of the strategies you can suggest What are some of the strategies you can suggest for effective listening? for effective listening?

TEACHING READING IN PAKISTAN TEACHING READING IN PAKISTAN Pakistani linguistic Pakistani linguistic situation situation Social context Social context Status Status of reading in of reading in English English School system in Pakistan School system in Pakistan Use Use of Grammar Translation of Grammar Translation method method Reading lessons in our classrooms Reading lessons in our classrooms Practices Practices and and problems problems Lack of training of teachers Lack of training of teachers Reading comprehension Reading comprehension Intensive reading Intensive reading

TEACHING WRITING IN PAKISTAN TEACHING WRITING IN PAKISTAN Situation in schools, colleges and universities Situation in schools, colleges and universities Teaching writing: Practices in Pakistan Teaching writing: Practices in Pakistan Teacher training Teacher training Writing skill and Pakistani examination system Writing skill and Pakistani examination system

PROBLEMS OF SECOND LANGUAGE PROFICIENCY IN PAKISTAN English is more taught as a subject than as a language. English is more taught as a subject than as a language. Focus is on finishing the literature based contents, not on Focus is on finishing the literature based contents, not on improving language skills. improving language skills. Government schools and their teachers do not focus at all Government schools and their teachers do not focus at all on speaking and listening on speaking and listening. . R Reading eading and writing are taught in a very superficial way and writing are taught in a very superficial way. .

TEACHER TRAINING IN PAKISTAN Status of English in Pakistan Status of English in Pakistan Pakistani schools and English language Pakistani schools and English language Streams of education in Pakistan Streams of education in Pakistan Higher Education: ELT and teacher training Higher Education: ELT and teacher training

GRAMMAR TRANSLATION METHOD GRAMMAR TRANSLATION METHOD The Grammar Translation Method (GTM) is an method of The Grammar Translation Method (GTM) is an method of second language instruction based mostly on the translation second language instruction based mostly on the translation of passages from the native language into the target of passages from the native language into the target language. Along the way, students are explained the language. Along the way, students are explained the grammar rules, etymology, and grammar rules, etymology, and syntax in a more linguistic than communicative way. in a more linguistic than communicative way. syntax of the target language of the target language

STRENGTHS AND WEAKNESSES OF GRAMMAR TRANSLATION METHOD Strengths Strengths Reduces Reduces Teacher Focus on Grammar, Focus on Grammar, Sentence Structure and Sentence Structure and Word Meanings Word Meanings Weaknesses Weaknesses Learner Motivation and Learner Motivation and Participation Participation Unnatural and Unnatural and Inaccurate Inaccurate Pronunciation Pronunciation Teacher Stress Stress

Any Questions, Comments, Any Questions, Comments, Suggestions? Suggestions?

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