MODULE NAME Approaches to Teaching & Learning

PROJECT TITLE English Language Teaching in Pakistan

English Language Teaching in Pakistan

With the increasing importance and the need of English language acquisition, steps are being
taken in Pakistan to improve the standard of teaching English with the belief that teaching
English facilitates the acquisition of English Language (Nawab 2012). Reproducing set texts
and providing pre-written memorized answers to the questions out of those texts means that
the speaking, listening and critical writing aspects are being neglected. (Coleman, 2010). The
purpose of teaching English is not just transmission of the information to the learners but also
focuses on improving students’ language receptive and productive skills. (Patil, 2008).

My journey to learn English as a second language started in a large classroom in a secondary

school in Pakistan. We were 60 male students in that classroom where English was taught
periodically for an hour each day. We had five English lessons a week. The main aim of
introducing English was to prepare us for the annual examinations. Being a compulsory subject,
failure could result in no promotion to the next class. My experience of English language
acquisition was largely based on reading the text, memorizing grammatical rules and mimicry
to remember the pronunciation of the words. The teacher read the text from the book and asked
randomly any student from the class to read the same text from the book in front of the whole
class. For few students, it was a source of confidence, whilst others were clearly anxious to this
exposure and stuttered a lot during reading the text.

In fact it is quite uncommon in Pakistan that the English teachers involve learners in language
development tasks, instead, translation method is prevalent. The only way to test Student’s
learning was by annual examinations, which mainly consisted of writing essays, vocabulary
exercises and comprehension questions including fill in the blanks activities etc. There was no
procedure to assess the student’s learning before their final annual examinations other than
testing their knowledge by oral and written tests which were mainly based on past years
question papers.

Eventually, we were able to produce simple sentences using our limited vocabulary and
grammar knowledge. There was as such no focus on developing skills for English language but
still, we were learning something new every day. Ultimately, teaching grammar did not make

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us familiar with the basic language structure and putting them into a real situation. My listening
and speaking skills were enhanced due to my profound interest in English language and general
understanding of English culture through my British friends and family members.

Now, when I look back at my English learning experience, it seems that the English was taught
as a subject rather than a language. There was a lack of purpose to promote language learning
environment. As said by James et.al, the teachers having long-term goals and working hard to
achieve them bring considerable development in students’ linguistic skills (James, 2001).

There has been a debate for a long time about the application of different theories for second
language acquisition. The method traditionally used in my English language acquisition in
Pakistan is largely described by the theory of Behaviourism which is based on teaching English
by ‘stimulus-response-enforcement’ methodology called ‘Audio-lingium’ (Lightbown, Patsy,
2013). It relies on the language learning methods which are still predominantly used in Pakistan
for teaching English, such as classroom activities focuses on repetition, memorization and
sentence patterns by heart (Behol 2011). In my personal observation, this method does help in
developing certain language skills. However, my argument is that language does not only
transmit the information and understanding but it is also the acquisition of the capabilities to
have effective communication. The modern teaching methods rely on Communicative
Language Teaching (CLT) which encourages fluency and expressive communication and is
based on the principle that language teaching should focus on the learners’ daily
communication needs (Cook, 2001). In Demirezen’s opinion, this purpose of learning language
resulted in communicative approach enabling the students to use the target language and to
communicate effectively and confidently being more concerned with students’ initiative and
interaction instead of following teacher’s fixated direction (Demirezen, 2011).

However, the findings of British council’s research to introduce communicative language

system in Pakistan suggests that lack of resources, untrained teachers, poor exams system are
mammoth hurdles in the way of introducing alternative language acquisition methods
(Coleman, 2012). According to Stern, the behaviourist perspective is useful in a context where
exam systems are designed in a way that teachers have to prepare the students to translate and
memorize the given text. The teachers prefer this approach as it works better for them to
achieve desired outcome i.e. students being successful in the exams (Stern, 1983). I would
certainly recommend Krashen’s comprehensible input hypothesis (i+ 1) model for language
acquisition in further and higher education in Pakistan which focuses on extending their

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existing knowledge (Lightbown, Patsy, 2013). Students in Pakistan attain basic knowledge of
grammar and sufficient vocabulary is developed by the translation and memorization activities
in secondary schools. Exposing them to comprehensible language may improve their language
skills in advance level. Whilst they are several theories about second language acquisition, each
of them may be beneficial in certain cultures and education systems. As far as Pakistan is
concerned, communicative language learning systems have been partially introduced in private
institutions, however, the public sector would require major changes in the teaching and
assessments approach as well as building resources. The way forward as rightly suggested by
Aftab (2011) is to transform the English teaching system where acquisition of language could
be assessed on regular basis by diverting from traditional textbooks reading and memorising
grammar rules method and focussing more on engaging students in those activities which could
help them in practicing and producing their language skills.

Word Count: 958 (Limit: 1000)

References

Aftab, A. (2011) ‘English Language Textbooks Evaluation in Pakistan’, P.H.D Thesis,

University of Birmingham, Available at: http://etheses.bham.ac.uk/3454/1/Aftab12PhD.pdf
(Accessed: 03 November, 2017).

Behol, G.M (2011) ‘Practices in English Subject at Secondary School Certificate (SSC) and
General Certificate of Education (GCE O-Level) in Pakistan’, International Education Studies,
4(1), 202-211.

Coleman, H. (2010) ‘Teaching and Learning in Pakistan: The Role of Language in Education’,
British Council.

Coleman and Capstick. (2012) ‘Language in education in Pakistan: Recommendations for

policy and practice’, British Council, pp.25-36

Demirezen, M. (2011) ‘The Foundations of the Communicative Approach and Three of Its
Applications’, Journal of Language and Linguistic Studies, 7(1), 57-71.

James, P. (2001) ‘Teachers in action: tasks for in-service language teacher education and
development’ Cambridge: Cambridge University Press, pp.11

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Lightbown, Patsy. (2013) ‘How Languages are Learned’, 4, Oxford: Oxford University pp.
103-122

Nawab, A. (2012) ‘Is it the way to teach language the way we teach language? English language
teaching in rural Pakistan’, Academic Research International, 2(2), pp.696-705

Patil, Z. N. (2008) ‘Rethinking the objectives of teaching English in Asia’, Asian EFL Journal,
10(4), pp.227-240.

Stern, H.H. (1983) ‘Fundamental concepts of language teaching’, London: Oxford University
Press, pp. 152-172.