English Language Teaching in Pakistan (English Language Teaching: Theory, Research and Pedagogy)

Foreword
Acknowledgements
Praise for English Language Teaching in Pakistan
Contents
Editors and Contributors
1 Volume Introduction: English Language Teaching in Pakistan: Theory, Research, and Pedagogy
	Introduction
	Why There is a Need for This Book
	Themes Addressed Within the Volume
		Part I: Continuing Professional Development
		Part II: Identity Construction
		Part III: Language Policy
		Part IV: Curriculum Reform
		Part V: ESL Writing
		Part VI: Contextual Pedagogy and Methodology
		Part VII: Innovative Approaches
	Conclusion
	References
Part I Continuing Professional Development
2 Teacher Development Through Outreach Programs
	Introduction
	Teacher Development, Professional Development, or Continuous Professional Development?
	Why Engage in Continuous Professional Development?
	What Makes Continuous Professional Development Effective?
		Needs Based
		Enhances Knowledge and Practice
		Includes Active Learning and Reflection
		Content Focused
		Sustained
		Evaluated for Impact
		Socially Constructed
	What Constitutes CPD?
	Rationale for the Outreach Program
		Phase 1: Invitations from Local Affiliates
		Phase 2: Invitations from Accredited Universities
		Phase 3: Field Visits to Rural Institutions
		Phase 4: Sourcing Funding
		Phase 5: Development and Implementation of Support Plans
		Phase 6: Future Directions
	The Way Forward
	References
3 ELT, Teacher Education, and the EMI Context in Pakistan
	Introduction
	Current Language and Content Teaching Practices
	English Language and Subject-Specific Teachers in the Pakistani Context
		Subject-Specific Teachers
		English Language Teachers
		ELT: Teacher Education
	Recommendations
	References
4 Foreign Professional Development Programs in Pakistan
	Introduction
	Teacher Education in Pakistan
		Existing Research on Teacher Education
		The Public and Private School Divide in Pakistani Education
		The State of Teacher Education in Pakistan
		The Significance of Context in Teacher Development
		Effective Professional Development Programs
		School-Based Professional Development
	The Study
		The Structure and Content of Two Professional Development Programs
	Data Collection
	Data Analysis and Discussion
		The Content
		The Experience of Foreign Professional Development
		Other Areas of Concern
	Conclusions and Recommendations
	References
Part II Identity Construction
5 Identity Construction Among Tertiary Teachers in Pakistan
	Introduction
	Defining Teacher Identity
	Conceptualizing Teacher Professional Identity
	Kelchterman’s Five Aspects of Professional Identity
	Identity of Second Language Teachers
	Researching Identities of English Language Teachers in Pakistan
		Population and Sample
		Data Collection and Analysis
	Pakistani Teacher Identities: Convergence and Divergence
		Family Background and Parental Influence
		Effect of Positive or Negative Educational Experiences
		The Role of Organizational Culture, Leadership, and Colleagues
		Personal Changes and Negotiations
		Time and Workload Management
		The Purpose and Personal Conviction for Professional Identity
	Underpinnings of Pakistani Teacher Professional Identity
		Vision of Oneself as a Teacher
		Evaluation of Oneself as a Teacher
		Job Motivation
		Understanding of One’s Tasks as a Teacher
		Future Perspectives
	Implications
	Offering Support and Guidance for Teacher Identity Construction
	Conclusion
	References
6 Non-native Teacher Identity in Saudi Universities
	Introduction
	NNEST Identity
	The Research Study
		Context
		Research Questions
		Methodology
		Participants
		Data Collection
		Validity
	Findings
		Participant Profiles
	Emergent Themes
		Identity Construction Framework
		Complexity
		Diversity
		Collaboration
	Conclusion
	Appendix: Interview Protocol
	References
Part III Language Policy
7 English in Pakistani Universities: An Analysis of Linguistic Features
	Introduction
	History of PakE
	Indigenization of English in Pakistan
	Acceptance of Pakistani English
	Methodology
	Analysis of Findings
		Perceptions of PakE
		Linguistic Features of PakE
	Discussion
	Conclusions and Implications
	Glossary of Urdu Terms Used
	References
8 Pakistan’s English in Education Policy: A Study of Drawbacks
	Introduction
	Current ‘Language in Education’ Policy in Pakistan—An Undocumented and Unofficial Language Policy
	Challenges in Documenting a Clear ‘English Language in Education’ Policy
	Historical Challenges
	Linguistic Challenges
	Political Challenges
	Drawbacks of the Lack of a Clear Policy
		Inconsistent Mediums of Instruction (MOIs)
		Focus of English Teacher Preparation Programs
		Direction for Research on ELT and Policy Development
	Conclusion
	References
9 Issues and Challenges in Legitimizing Localized English: A Critical Reappraisal of Native Speakerism in Pakistan
	Introduction
	Nativist Approach: Myth or Reality?
	Modelling English Varieties
	English and Multilingualism
	Current State of English in Pakistan: Prospects of Pakistani English
	Idealized Vision of English and Urdu in Pakistan and Standardized Deviations
	Prospects of Pakistani English: Issues and Challenges
		Users of English in Pakistan
		Modes of Communication and Generic Employment
	Recommendations
	Conclusion
	References
Part IV Curriculum Reform
10 English Language Curriculum Development in Pakistani Universities
	Introduction
	Theoretical Framework of the Research
		English Language Curriculum
		Curriculum in Pakistan
	Research Questions
	Research Design
		Context
		Participants
		Data Collection
	Findings and Discussion
		Beliefs About Curriculum in Higher Education
		Curriculum Committee Selection
		Purpose of Curriculum Design
		Process of Curriculum Development
		Academic Needs of Students
		Situational Analysis of Various Campuses
		Preparation of Teaching Materials
		Evaluation of Learning Outcomes and University Teachers
	Conclusions and Recommendations
	References
11 The Reality of Change: Teachers’ Perceptions About Curriculum Reform in Pakistan
	Introduction
	Literature Review
		Conceptualization of Curriculum
		Curriculum Change
		Context of the Study
	Methodology
		Participants
	Data Analysis
		Lecturers’ Perceptions
	References
Part V ESL Writing
12 ESL Writing Courses: Perspectives of Pakistani Graduates at a University in the United States
	Introduction
		Pakistani Students and ESL Writing Course-Related Research in the United States
		ESL Courses in the Researched Context
	Research Questions
	Methodology
		Instruments
		Participants
	Results and Discussion
		Item 7: Which of the Two Courses ESL 500 and ESL 501 Were More Useful?
		Item 8: Which Course/s Would You Have Chosen for Improvement of Academic Writing?
		Item 9: Highest Degree from Pakistan
		Item 10: Current Program of Study at University
		Item 11: Current Field of Study
		Item 12: Potential Usefulness of ESL Writing Courses
		Item 13: The ESL Writing Courses Have Taught Me How to Use the Following Resources Well
		Item 14: The ESL Writing Courses Have Developed My Sense of Personal Worth as an International Student
		Items 15 and 16: The ESL Writing Courses Have Enhanced my Abilities as An International Student
		Item 17: Instructors in the ESL Courses
		Item 18: ESL Instructors’ Strategies
		Item 19: Students’ Perceptions About the Effectiveness of Instructors
		Item 20: How Can These ESL Writing Courses Be More Effective with Respect to Your Chosen Field of Study?
	Discussion and Conclusion
	Pedagogical Implications
	Appendix: Participant Survey
	References
13 The Impact of Written Corrective Feedback on Second Language Composition in English
	Introduction
	Statement of the Problem
	Objectives of the Study
	Research Questions
	Literature Review
	Research Methodology
	Data Analysis
		Theoretical Framework
		Results
		Effects of Different Types of Feedback
		No Feedback
	Discussion
		Effect of Different Types of Feedback on Students’ Accuracy in Using Target Grammar Forms
		Direct Feedback
		Indirect Feedback
		Written and Oral Meta-Linguistic Feedback
		No Feedback
		Effect of Feedback on Accuracy in Target Grammar Forms over a Period of 6 Weeks
	Scope for Future Research
	Recommendations
	Conclusion
	References
14 Prepositional Errors Among Undergraduate ESL Learners in Pakistan
	Abstract
	Introduction
		What is An Error?
		The Difference Between ‘Errors’ and ‘Mistakes’
		The Use of Prepositions in English Language
		Statement of the Problem
		Significance of the Research
		Research Questions
		Literature Review
		Research Approach
		Research Instruments
		Sample Population
		Data Collection
		Data Analysis and Discussion
			Correct Responses
		Incorrect Responses
		Interlingual and Intralingual Errors
		Interlingual Errors
		Intralingual Errors
		Mis-selected Prepositions
		Incomplete Application of Rules
	Conclusion
	Recommendations
	References
15 Using Portfolios to Formatively Assess the Writing Skills of Undergraduate ESL/EFL Students
	Introduction
	Statement of the Problem
	Rationale of the Study
	Significance of the Study
	Literature Review
		Assessment of Writing Skills
		Developing Writing Skills Through a Process Approach
		Definition, Content and Types of Portfolios
		Using Portfolios in ESL/EFL Settings
	Methodology
		Context
		Course Profile
		Research Participants
		Stages of Action Research
		Data Collection Tools
	Data Analysis
	Findings
		The Reconnaissance Stage
		Portfolio Analysis from the Intervention Stage
		Establishing Assessment Criteria
		Teacher Feedback and Revision
		Perceived Benefits of Using Portfolios
	Discussion and Conclusion
		Model of the Portfolio
		Question of Student Autonomy
		Judging Performance in a Formative Context
		Perceived Benefits of Portfolios
	Recommendations
	Conclusion
	Appendix A: Needs Analysis Questionnaire
	Appendix B: Writing Task
	References
Part VI Contextual Pedagogy and Methodology
16 English Language Learning Strategies in Higher Secondary Education
	Background
	English Language Capabilities of Pakistani Learners
	Conceptualizing Language Learning Strategies
	Research on English LLS in Pakistan
	Strategies Used by Pakistani Students: Research Findings
		Metacognitive Strategies
		Cognitive Strategies
		Social Affective Strategies
		Effects of Demographic Variables on the Use of LLS in Pakistan
	A Comparison Between Public and Private Schools
	Implications
	References
17 Mediated Learning in an Exam-Oriented Environment
	Background
	Perspectives on the Teaching–Learning Process
		Social Interactionist Views
		Mediated Learning Experiences
		Social Constructivist Views
		Features of Mediation
	The Study
		Participants
		Research Instruments
		Ethics and Limitations
	Findings
		Survey Findings
		Interview Findings
	The Real Picture
	Conclusions and Implications
	Appendix I: Teacher Survey
	Appendix—II: Interview Schedule
	References
Part VII Innovative Approaches
18 Improving ELT Through Process Enneagram—A Design Research Project
	Design Research
	What is Process Enneagram?
	Multimodal Perspective of a Classroom
	Tools for Analysis of the Status Quo
	Description of the System
		Setting
		Status of Languages
		Issues and Strengths within the System
	Goals and Elements of the Design Model
		Planning
		Class Teacher’s Involvement
		Implementation of the Design Model and Its Outcomes
	Outcomes
		Students’ Involvement
		The Positive Role of the Class Teacher
		Insights Related to Personal Beliefs
	Challenges and Limitations
	Conclusion
	Appendix A: Applying Process Enneagram to an ELT System
	Appendix B: Lesson Plans
	Appendix C: Students’ Feedback
	Appendix D: Teacher’s Feedback
	References
19 EFL Teaching and CALL in Higher Education in Pakistan
	Background of ELT in Pakistan
	The National Committee on English (NCE)
	The English Language Teaching Reforms Project (ELTR)
		Computer-Assisted Language Learning (CALL)
		Objectives of the NCE’s Sub-Committee on CALL
	A Study to Analyze the Impact of the CALL Training Under ELTR (2004)
		Research Population
		Research Methodology
	Findings from the Study
		Achievements and Possibilities
		Challenges
		Future Directions
	Conclusion
	Appendix 1: Questionnaire for CALL Training Participants Teachers
	Appendix 2: Interview Questionnaire for the Resource Persons
	References
20 The Eclectic Approach in Teaching English for Communication
	Introduction
	The Eclectic Approach in Teaching
	Background to the Study
		Statement of the Problem
	Literature Review
		English Language Teaching Concepts
	Methodology
		Research Design
		Sample Population
		Research Instrument and Data Collection
		Data Analysis and Interpretation
	Discussion and Recommendations
	Conclusions
	References
21 Language Pedagogy: An Evaluation of Oral Communication Skill Materials in Secondary School ELT Books in Pakistan
	Background
		English as a Global Language
		Importance of English Language in Pakistan
		English Language in Education in Pakistan
		ELT and English Language Competence in Secondary Schools in Pakistan
	Literature Review
		Oral Communication Skills (OCS): Role and Importance in Language Pedagogy
		Coursebook Evaluation: Theoretical Perspectives and Principles
	The Study
		Research Questions
	Data Analysis and Discussion
		Redford, R. (2007). Oxford Progressive English: 9. (OPE9). Published by Oxford University Press.
		Afzal et al. (2010), English Book 2. (EB2). Published by Punjab Textbook Board
		Comparison of OPE9 and EB2: Selection or Rejection
	Conclusion
	Appendix
	References