scholarly journals I am what I am: Exploring the identity construal in Pakistani School EFL Textbooks

2021 ◽  
Vol 4 (3) ◽  
pp. 679-691
Author(s):  
Tazanfal Tehseem ◽  
Naima Tassadiq ◽  
Rabia Faiz ◽  
Lala Rukh
Keyword(s):  
English Language ◽  
School Curriculum ◽  
Genre Theory ◽  
Government Schools ◽  
Discursive Strategies ◽  
Linguistic Patterns ◽  
English Textbooks ◽  
The Government ◽  
Sociopolitical Identity ◽  
Sociocultural Identity

This paper aims at exploring how identity is construed in children’s literature and how the powerful legitimize to identify the textbook consumers by exercising their influence. Drawing on Systemic-functional Linguistics (Halliday and Matthiessen, 2014), particularly Genre theory (Martin and Rose, 2008), it examines how English language textbooks used in Pakistan are written to construe, a project, and normalize a particular sociocultural identity. The sociocultural positioning being projected through the textbooks can be norm-conforming, contesting or can suggest otherwise. The majority of the students in Pakistan are mandated to learn state governed textbooks which serve them build up a sociopolitical identity. Therefore, underlying semiotic modalities realizing a perspective are pertinent to be explored in order to unfold discursive strategies for constructing identity. It is widely acknowledged that any educational curriculum is the most effective tool to construct and circulate a reality. Therefore, challenging any literacy pedagogy embedding particular outcomes can help transforming educational practices across the school curriculum (Martin and Rose, 2012). The data comprises Punjab English textbooks for the government schools. The findings suggest that the intriguing intricacies of textbook discourses can be successfully examined through analyzing linguistic patterns and that the textbooks construe sociocultural identity. The findings also provide insightful implications for discourse analysis based on SFL by contributing explorations of identity.

scholarly journals Critical Thinking Perspective in ESL New English Textbooks: A Case Study of Pakistan

2020 ◽  
Vol 9 (2) ◽  
pp. 24
Author(s):  
Hind Alfadda ◽  
Maryam Fatima ◽  
Abdul Ghaffar ◽  
Muhammad Afzaal
Keyword(s):  
Critical Thinking ◽  
English Language ◽  
Esl Teachers ◽  
Government Schools ◽  
Model Schools ◽  
English Textbooks ◽  
The Government ◽  
Training Need

This study examines ESL textbooks of English language of grade 9th and 10th of Punjab model schools in Pakistan. In order to achieve the goals of research, the qualitative method was used and applied Paul Elder’s Critical Thinking Model (2008) on the text books of grades 9 and 10. The collected data was analyzed qualitatively. Activities mentioned in the textbooks of grades 9 and 10 of Punjab textbook board were extracted and analyzed in the light of Paul and Elder’s CT model. ESL teachers’ interviews regarding the said textbooks serve as an insight into the role of critical thinking among learners. Mention the period of analysis. There relevance exists between the exercises given in English textbooks with the model of critical thinking prosed by Paul and Elder. However, the teachers of Government schools are unaware of the critical thinking perspective and some sessions of critical thinking training need to be offered to the English school teachers of Government schools. The results of the study have significant implications for material developers. The study recommends that the Government of Punjab may provide a training program to the teachers who may get some sort of training and implement on the students the best of teaching practices in Pakistan. In the same context, the analysis of interviews shows that teachers have been playing a passive role in the promotion of CT in the teaching process. Hence, there is a need to organize some training sessions to make them aware of the basic concept and importance of CT in Pakistan.

scholarly journals Indigenous Culture and Academic Discourse: A Critique of English Textbooks in Pakistan

2017 ◽  
Vol II (I) ◽  
pp. 130-149 ◽  
Author(s):  
Azhar Habib ◽  
Inayat Ullah
Keyword(s):  
Mixed Method ◽  
English Language ◽  
Secondary Level ◽  
Mixed Method Study ◽  
Specific Method ◽  
Government Schools ◽  
Cultural Elements ◽  
International Language ◽  
English Textbooks ◽  
The Government

The paper aims to explore how far English textbooks in Pakistan embody Pakistan and its culture. In this connection, the reading passages and pictures/images of the textbooks taught at secondary level in the government schools of Punjab were analyzed. It was a mixed method study and the specific method employed was content analysis. For this purpose all the reading passages of both the textbooks were firstly categorized and quantified into three categories; Source Culture/s, Other Culture/s and Neutral and then the cultural elements of Source Culture/s were discussed qualitatively using an adapted checklist. The results of the study reveal that the English textbook of class 9 has 12 passages out of which 75% have Source cultural elements, 8.83% have cultural elements of Other Culture/s and 16.66% are Neutral. As far as the English textbook of class 10 is concerned, there are 13 reading passages out of which 23.07% have Source cultural elements, 15.38% have cultural elements of Other Culture/s and 61.53% are Neutral. The findings of the study show that English, being an international language and as a result of globalization, has become compulsory for people belonging to different countries to learn it. However, in order to retain their identity, they try to appropriate English language to underpin their own culture/s through English language used in the textbooks of Pakistan.

scholarly journals The effect of using modern technologies based on communication theory to develop the skills of reciting the Holy Quran among students of the curriculum system in the Kingdom of Saudi Arabia: أثر استخدام التقنيات الحديثة القائمة على النظرية الاتصالية لتنمية مهارات تلاوة القرآن الكريم لدى طلبة نظام المقررات بالمملكة العربية السعودية

2020 ◽  
Vol 4 (24) ◽  
Author(s):  
Ayman Aied Mohammed Mamdouh, Essa Ahmad Alfaifi
Keyword(s):  
Saudi Arabia ◽  
Secondary School ◽  
Communication Theory ◽  
School Curriculum ◽  
Government Schools ◽  
First Semester ◽  
Significant Difference ◽  
Correct Reading ◽  
Secondary School Curriculum ◽  
The Government

This study aims at identifying the Effect of Using Technology and Modern Techniques (Ayat) that is based on the connectivism theory, in developing Quran recitation skills among curriculum's students of secondary school in Saudi Arabia. In order to achieve the study's objectives, the researcher uses the semi-experimental method. The study examines a sample of (71) students of secondary school curriculum system in the first semester of the academic year 1438H - 1439H in the government schools in Riyadh. They were divided into two equal groups (experimental and control). Students of the experimental group were taught according to the software program based on connectivism theory, and the others were taught in the traditional way. An oral test is used as a study tool to measure the existence of recitation skills (correct reading, smooth reading, recitation, and chanting), and to measure the Effect of Using Technology and Modern Technique in developing these skills. After analyzing the statistical data, the results of the study indicated the Effect of Using of the Modern Techniques, based on the connectivism theory, in the development of recitation skills (correct reading, smooth reading, recitation, and chanting) among curriculum's students of secondary school in Saudi Arabia. The study also showed a statistically significant difference of (0.05) between the average scores of the two groups in the post-measurement of the recitation test in the recitation skills such as (correct reading, smooth reading, recitation, and chanting) after adjusting the pre-measurement.

English in Pakistani public education

2017 ◽  
Vol 41 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Liaquat Ali Channa
Keyword(s):  
Public Education ◽  
Education Policy ◽  
English Language ◽  
Successful Implementation ◽  
Government Schools ◽  
Public Language ◽  
National Education ◽  
The Government ◽  
And Mathematics ◽  
Grade One

Abstract The article reviews the past, present, and future position of English in the Pakistani language-in-education policy for the Pakistani government schools. The article first traces how the English language came to Pakistan, and underlines the social domains in which English is commonly used at the present time. The article highlights the fact that English has enjoyed the highest social position in Pakistan since the country’s establishment in 1947. Taking this fact into account, the article traces historically the status of the English language in the language-in-education policy for the government schools since 1947 to the present time. I argue that students from the elite and non-elite English medium schools end up being more literate in English and having better access to social mobility than the students from the Pakistani government schools because of the low quality education and the poor instruction of English as a subject taught through traditional teaching methods of imitation and memorization. In order to reduce the gap, although the recent National Education Policy (NEP 2009) of Pakistan has recommended not only teaching English as a compulsory subject in grade one onward but also using it as a medium of instruction in grade four onward for the content subjects such as science and mathematics in the Pakistani government schools, the current predicament of Pakistani public education raises questions and controversies about the successful implementation of the policy. The main suggestion of the paper is the fact that since teachers are the major agents of change in realizing such curriculum reforms at their classroom level (Fullan & Stiegelbauer, 1991), their perspectives, perceptions and attitudes must be sought as well as included in such policy making processes. Because the voices of Pakistani government teachers are overlooked in such top-down language policies, this paper implies that the their experiences, attitudes, and perspectives about the present and future role of English in public language-in-education policies need to be explored to better understand the potential future implications for Pakistani teachers and their education. Such steps not only make policies inclusive but also gauge how far such English initiatives are facilitative in raising the quality of education and developing English language literacy in Pakistan.

scholarly journals Challenges of Teaching English Language in a Multilingual Setting: An Investigation at Government Girls Secondary Schools of Quetta, Baluchistan, Pakistan

2017 ◽  
Vol 7 (4) ◽  
pp. 149 ◽  
Author(s):  
Shumaila Rasheed ◽  
Muhammad Zeeshan ◽  
Najia Asrar Zaidi
Keyword(s):  
Secondary School ◽  
English Language ◽  
Linguistic Diversity ◽  
Structured Interview ◽  
Teaching English ◽  
Government Schools ◽  
Interview Protocol ◽  
Female Teachers ◽  
Multilingual Classrooms ◽  
The Government

Baluchistan is a multi-linguistic and multi-ethnic province of Pakistan. In this region, the inhabitants for communication purpose speak a number of local languages such as Baluchi, Brahvi, Pashto, Saraiki, Punjabi, Urdu, Sindhi and Persian. Students who attend the government schools speak these languages. This study aimed to explore the challenges faced by the secondary school female teachers while teaching the English language in their multilingual classrooms. The purposive sampling was used and 10 government secondary school female teachers participated in the study. The data was collected through a semi-structured interview protocol and classroom observation checklist. The data was analyzed by using thematic analyses technique. The findings of the study revealed a number of challenges. Teaching English language in a multilingual context is an enormous challenge for the English teachers due to linguistic diversity in the classrooms. The students in the multilingual classrooms lack confidence to use English language because they hesitate to commit mistakes. The curriculum may be inappropriate for helping students to improve their English proficiency. In the multilingual classrooms code-switching is commonly used by the teachers to instruct the students. The study suggests that; the teachers may be trained to cope with the challenges they face in their multilingual classrooms.

scholarly journals EVALUATION AND COMPARISON OF THE ENGLISH TEXTBOOKS OF STANDARD SIX, SEVEN AND EIGHT OF MADHYA PRADESH IN THE LIGHT OF NCF

2021 ◽  
pp. 411-421
Author(s):  
Jagdishbhai S Joshi ◽  
Jaydipbhai K Savaliya
Keyword(s):  
National Curriculum ◽  
School Curriculum ◽  
Madhya Pradesh ◽  
Education Policies ◽  
Wide Range ◽  
Curriculum Framework ◽  
The Status ◽  
English Textbooks ◽  
The Government ◽  
Two Parameters

Schools and universities were enlarged rapidly in India after independence. English was not limited for some particular schools and colleges. But there were prosecute for the status of English. The government formed commissions to expand the standard of English in schools and colleges. Different commissions and Education Policies were published to improve our Education. NCERT following the recommendation of Education policy of 1968 and prepared NCF. National Curriculum Framework provides guidelines for developing textbooks and school curriculum. NCF-2005 prepared by NCERT discusses a wide range of issues related school education. So evaluate the textbooks of English of standard six, seven and eight of Hindi medium which are published by Madhya Pradesh textbook board in the light of NCF 2005. Textbooks of English are assessed with the reference of NCF-2005. Sixteen parameters are used to evaluate the English textbooks of Standard six, seven and eight. English textbooks of these standard have all the qualities or it is as per the NCF-2005’s suggestion except two parameters: ‘Peace’, and ‘Designers of textbooks provide guidance to teacher regarding ways I which the subject matter can explored’. Standard six has not any example of ‘Performing a small drama or enact a dialogue’ too. Standard seven has not any example of ‘Making children sensitive to the environment’

scholarly journals An Evaluative Study of English Language Teaching Methodology at Primary Level in Public Sector Schools of Hyderabad District

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 305-313
Author(s):  
Nazir Bano ◽  
Prof. Dr. Parveen Munshi ◽  
Prof. Qalander Shah Lakiaree
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Learning By Doing ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
School Teachers ◽  
Government Schools ◽  
Primary Level ◽  
Service Training ◽  
The Government

Teaching and learning of English have been given a prominent position in the education system of Pakistan. The study aimed to evaluate the teachers’ methodology based on the activities in teaching English delimited to the government schools of Hyderabad district province Sindh. The stratified and random sampling techniques were applied to select the strata (boys & girls schools) from the taluka Hyderabad city, taluka Latifabad, and taluka Qasimabad of the district Hyderabad. The data were collected through the closed-ended questionnaire from 120 primary school teachers and the English achievement test paper from 1078 students of grade five. The results showed that the relationship between the teaching methodology and the students’ performance was significant. Therefore, an improvement in the teachers’ teaching methods can enhance the students’ performance in English. Likewise, the attitude of the teachers towards activities regarding learning English was negative.  Moreover, the test result showed that only 11% of students passed the English test with the minimum test score while 89% of students failed the test. In the end, it was suggested that the government of Pakistan should arrange in-service training to train primary level school teachers. The teachers should focus more on activities and promote learning by doing techniques.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

A COMPARATIVE STUDY ON THE PERFORMANCE OF STUDENTS OF PRIVATE SCHOOLS, GOVERNMENT SCHOOLS SITUATED IN URBAN & RURAL AREAS OF HARYANA IN THE SECONDARY EXAMINATIONS CONDUCTED BY THE BOARD OF SCHOOL EDUCATION HARYANA IN 2020.

2020 ◽  
pp. 38-43
Author(s):  
Balkar Singh
Keyword(s):  
Private Schools ◽  
Rural Areas ◽  
School Education ◽  
Government Schools ◽  
Poor Students ◽  
Exam Preparation ◽  
Urban City ◽  
Urban Rural ◽  
The Government ◽  
Exam Result

The capability or calibre cannot be judged based on Results, as it depends on the student to student & also the examination is testing of knowledge of a student, for the whole year in two or three hours. In July 2020 the exam result of the secondary standard was declared by the Board of School Education Haryana, Bhiwani and there is a discussion about topper & the schools in which these toppers were studying & strategy of these toppers regarding exam preparation, their interviews & photos were published in the Newspapers, why not? It must be but in this spark light, there is some darkness behind this. Everyone is congratulating these students, as they are studied from the Private Schools of the Urban City areas of the Haryana, a few are from the most educated families, whose parents their selves are teachers or professors. Through this, we are ignoring a bitter truth of the poor students of the Government Schools, who despite lack of all the big & small facilities, as compare of these Private schools’ performed equal to these toppers. KEYWORDS: Testing of knowledge, Education in Private Schools, Toppers and Calibre.

Non-violent revolutions are believed to take place: A Discourse-Historical analysis of the Armenian Velvet Revolution in Armenian news media

2021 ◽  
pp. 175048132110177
Author(s):  
Shushan Azatyan ◽  
Zeinab Mohammad Ebrahimi ◽  
Yadollah Mansouri
Keyword(s):  
News Media ◽  
Historical Analysis ◽  
Academic Field ◽  
Discursive Strategies ◽  
Velvet Revolution ◽  
The People ◽  
History Of ◽  
The Government

The Velvet Revolution of Armenia, which took place in 2018, was an important event in the history of Armenia and changed the government peacefully by means of large demonstrations, rallies and marches. This historic event was covered by Armenian news media. Our goal here was to do a Discourse-Historical Analysis of the Armenian Velvet Revolution as covered by two Armenian websites: armenpress.am-the governmental website and 168.am-the non-governmental website. In our analysis we identified how the lexicon related to the Armenian Velvet Revolution was negotiated and legitimized by these media, and which discursive strategies were applied. We concluded that ‘Armenpress’ paid more attention to the government’s speeches, discussions, meetings and tried to impose the opinion of the government upon the people. In contrast, ‘168’ tried to present itself as an independent website with a neutral attitude toward the Velvet Revolution but, in reality, as we can conclude from the negative opinions about the Velvet Revolution in the coverage of ‘168’, it also represented the government’s interests. There was also a discursive struggle over the exact meaning of ‘revolution’ and the sense of ‘velvet’ in politics and the academic field that was to some extent introduced by these media.

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