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Channa, Liaquat Ali. "English in Pakistani public education." Language Problems and Language Planning 41, no. 1 (July 20, 2017): 1–25. http://dx.doi.org/10.1075/lplp.41.1.01cha.
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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.
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Sadia Asif, Imran Afzal, and Rahat Bashir. "An Analysis of Medium of Instruction Policies in the Education System of Pakistan with Specific Reference to English Medium Education." sjesr 3, no. 2 (July 11, 2020): 370–82. http://dx.doi.org/10.36902/sjesr-vol3-iss2-2020(370-382).
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A critical examination of the trends, issues, and challenges in policy and practice of English language education in Pakistan is the main concern of this paper. This is done first by describing the practice of teaching English in varied instructional situations. Second, the paper historically reviews the language education policies since Pakistan’s independence in 1947. Third, the consequences of using English as the medium of instruction are discussed. A longitudinal large scale study is done to highlight the fact that English as medium of instruction at primary school level can distort the teaching and learning activities for students and teachers in rural areas of Pakistan and student drop-out rate can even get higher in those areas. The data was collected from the interviews of twenty teachers working in government and semi government schools at primary level. Based on the information obtained from the target participants, teaching at the same level but in different schools, the author argues that mother tongue education at the primary level is the most appropriate method to enhance the educational performance of students and a positive approach to bilingual education must be taken to resolve the challenges associated with the medium of instruction policies in the education system of Pakistan. Moreover, the data also shows that adopting English as a medium of instruction in Public schools may lead to low motivation level among students and it can hinder the development of English as a second language among learners. Furthermore, a difference in home language and school language may also hamper development and concepts formation in students at school level. Therefore, it is recommended that before implementing any language as medium of instruction at school level, one must review the history of Pakistani education system and must keep in mind the linguistic differences of the society and unavailability of resources is also a major hindrance in implementation of any language policy. The results of this study confirm that the pedagogical effectiveness could only be achieved through the mother tongue and provides clear evidence for the usage of native languages as a medium of education in schools.
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David, Maya Khemlani, Mumtaz Ali, and Gul Muhammad Baloch. "Language shift or maintenance." Language Problems and Language Planning 41, no. 1 (July 20, 2017): 26–45. http://dx.doi.org/10.1075/lplp.41.1.02dav.
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Abstract Pakistan is a multilingual country with six major and over 59 minor languages. However, the languages used by the domains of power, (government, corporate sector, media and education), are English and Urdu. Compared to the other regional languages in Pakistan, the Sindhi language has a more emancipated position in the state-run schools and some other domains. The present study seeks to explore the extent to which the use of Sindhi language has been shifted or maintained, and to survey the patterns of language use in certain domains through Fishman’s domain concept for the determination of language shift within the community concerned. A mixed method data collection including questionnaires and in-depth interviews was conducted to find out whether Sindhis in the Sind province of Pakistan maintain their heritage language in specific domains and to ascertain the impact of Pakistan’s language policy on Sindhi language. The results show that Sindhis in Sindh province fully maintain their language and behold sentimental affiliation with it as part of their cultural identity. The Sindhis have successfully uplifted and maintained their language in education and other vital domains. The Sindhi community enjoys a higher ethno-linguistic vitality than the other ethnic groups in Pakistan.
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Shahid, Choudhry, Eng Tek Ong, Kung Teck Wong, and Asma Perveen. "EXPECTATIONS AND REALITY OF LEARNER AUTONOMY AND COMMUNICATIVE COMPETENCE IN PAKISTANI HIGHER EDUCATION INSTITUTIONS: A REVIEW." International Journal of Education, Psychology and Counseling 5, no. 34 (March 15, 2020): 91–101. http://dx.doi.org/10.35631/ijepc.534007.
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The primary aim of this study is to analyse the main factors affecting the learner autonomy and communicative competence of the EFL learners at higher education level in Pakistan. Nowadays, the English language is considered a language of education, business, and research, moreover, English is a medium of instruction in higher education institutions in Pakistan and communication ability and autonomy are regarded highly important skills for the students’ academic success and professional development in the university context. This study has used the literature review and situational analysis approach in order to explore the teaching and learning of the English language at the tertiary level in Pakistan. This study will discuss the present situation of English Language teaching in Pakistan, and the main challenges hindering the skill development of the students. This study has recommendations for the policymakers, teachers, trainers, and students struggling to develop communicative competence and learner autonomy at higher education level in Pakistan. The finding of the study indicates that gap in skill development, low proficiency, improper evaluation, and problematic pedagogy are the main factors affecting skill development in the Pakistani EFL context. Students’ skills can be promoted incompetence and autonomy areas by providing them with interpersonal and physical space in learning the target language.
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Huizinga, Marijke W. M. "Multilanguage Policy and Education in Balochistan (Pakistan)." Language Problems and Language Planning 18, no. 1 (January 1, 1994): 47–57. http://dx.doi.org/10.1075/lplp.18.1.05hui.
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SAMENVATTING De politiek van veeltaligheid en het onderwijs in Balochistan (Pakistan) In dit artikel wordt de situatie van meertaligheid in Balochistan (een provincie in het Westen van Pakistan) beschreven. Er is in 1989 vooral op politieke gronden besloten drie minderheidstalen in te voeren als instructietaal in het lager onderwijs: het Pashto, Baluchi en Brahvi. Deze beslissing heeft geleid tot een crisis vanwege belemmeringen op economisch, politiek, linguïstisch en educatief gebied om dit beleid gestalte te geven. Deze belemmeringen worden geanalyseerd. De auteur heeft in Quetta, de hoofdstad van Balochistan, gegevens verzameld. Het in veel met name westerse landen als ideaal beschouwde beleid locale talen als instructietaal te gebruiken in het lager onderwijs, blijkt in Balochistan vooralsnog niet haalbaar te zijn. RESUMO La politiko de multlingveco kaj la edukado en Baločio Estas priskribata la multlingveco en Baloĉio (provinco en okcidenta Pakistano). Oni tie en 1989 decidis, cefe pro politikaj kaüzoj, enkonduki la tri lingvojn pastua, baloca kaj brahva kiel instrulingvojn en la baza edukado. Pro ekonomiaj, politikaj, lingvaj kaj edukaj malhelpoj en la realigo de tiu politiko, la decido kaüzis krizon. Tiuj malhelpoj estas analizataj. La aütoro kolektis informojn en Kveto, la cefurbo de Baloĉio. La politiko, konsiderata idealo en multaj precipe okcidentaj landoj, laü kiu oni uzu la lokajn lingvojn kiel instrulingvojn en la baza edukado, montrigas en Baločio esti en la nunaj kondiĉoj nerealigebla.
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Pathan, Habibullah, Syed Shah, Shoukat Lohar, Ali Khoso, and Sadia Memon. "Language Policy and Its Consequences on Sindhi Language Teaching in Sindh, Pakistan." International Journal of English Linguistics 8, no. 5 (May 23, 2018): 135. http://dx.doi.org/10.5539/ijel.v8n5p135.
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This paper examines the language teaching policy in Pakistan and its consequences on Sindhi language in Sindh province. The paper argues that such language policy has attempted to marginalize other local and indigenous languages of the country in general and Sindhi language in particular. Politics is actively engaged in determining the status of languages in the country. English and Urdu being the languages of the dominant social group, that is, the ruling elite in the country enjoy status of official and national languages respectively whereas languages of the marginalized group are excluded from the domain of education, literacy and power. The paper, thus, draws attention of the language policy makers to linguistic human rights and argues that all the languages should be treated equally. Education being inborn right of human being should be acquired in one’s own mother tongue; this is the only solution to cope with present and future challenges in Pakistani educational system.
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Haidar, Sham. "The role of English in developing countries." English Today 35, no. 3 (November 20, 2018): 42–48. http://dx.doi.org/10.1017/s0266078418000469.
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Research exploring the role of English in Pakistani education system usually focuses on the use of English as the medium of instruction. However, in this paper I argue that English language should also be discussed in the context of its indispensibility in social mobility and survival in Pakistan. In fact, English plays a number of crucial roles in some developing countries, of which Pakistan is one (Mansoor, 2003; Rahman, 2002). In Pakistan, English is one of the official languages and a prerequisite for professional jobs (Rahman, 2005). Because of its use in the domains of power, English can be seen as a source of self-improvement and as a means of career success (Mansoor, 2003; Rahman, 2002). Thus, the knowledge of English is a key indicator of social class and people consider it superior to other languages (Shamim, 2008). However, the use of English in education is one of the main sources of failure for many ordinary people (Bruthiaux, 2002). English is used as a control mechanism to play a gate-keeping role in access to higher education and key social positions (Coleman, 2010; Rahman, 2002). The imposition of English in education and its perceived prestige create additional problems for low socioeconomic status (SES) students who often have limited access to English.
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Canagarajah, Suresh, and Hina Ashraf. "Multilingualism and Education in South Asia: Resolving Policy/Practice Dilemmas." Annual Review of Applied Linguistics 33 (March 2013): 258–85. http://dx.doi.org/10.1017/s0267190513000068.
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This article focuses on the multilingual educational policies in India and Pakistan in the light of challenges in implementation and everyday communicative practices. The challenges these countries face in the context of the contrasting forces of globalization and nationalism are common to those of the other communities in this region. Both India and Pakistan have adopted versions of a tripartite language formula, in which the dominant national language—Urdu in Pakistan, and Hindi in India—along with a regional language and English are to be taught in primary and secondary schools. Such a policy is aimed at accommodating diverse imperatives, such as providing access to schooling to everyone regardless of their mother tongues, developing national identity through competence in a common language, and tapping into transnational economic resources through English. However, this well-intentioned policy has generated other tensions. There are inadequate resources for teaching all three languages in all regions and social levels. Certain dominant languages enjoy more currency and upset the multilingual balance. Furthermore, as people integrate English into their repertoires in recognition of the better-paid employment opportunities and communication media associated with globalization, language practices are becoming more hybrid. To resolve such tensions between policy and practice, some scholars propose a plurilingual model indigenous to the region. Rather than compartmentalizing languages and demanding equal competencies in each of them, such a model would allow for functional competencies in complementary languages for different purposes and social domains, without neglecting mother-tongue maintenance.
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Kamran, Shanzay, and Sabiha Mansoor. "Globalization and Language Use on Social Media in Pakistan." European Journal of Language and Literature 8, no. 1 (May 19, 2017): 79. http://dx.doi.org/10.26417/ejls.v8i1.p79-84.
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This article examines the written comments of Pakistani students on the official Facebook sites of the public and private sector universities in order to study their English language skills and social networking systems of students and its implications for language policy in education. The study focused on the quantitative and statistical analysis and investigated the differences of Facebook users from the public and private sector in the light of educational background, regional variation, and gender. Results of the study displayed the dominant use of English and a significant difference between public and private sector students in their preference to use English. Results also showed that there is considerable differences in men and women representation on Social Networking Sites (Facebook) in some provinces of Pakistan. Findings of the study raise the issue of language discrimination between students of public and private sector universities, in terms of access and equity of the current language policy in Pakistan to meet language demands of globalization.
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Khan, Tania Ali. "Morphological Integration of Urdu Loan Words in Pakistani English." English Language Teaching 13, no. 5 (April 21, 2020): 49. http://dx.doi.org/10.5539/elt.v13n5p49.
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Pakistani English is a variety of English language concerning Sentence structure, Morphology, Phonology, Spelling, and Vocabulary. The one semantic element, which makes the investigation of Pakistani English additionally fascinating is the Vocabulary. Pakistani English uses many loan words from Urdu language and other local dialects, which have become an integral part of Pakistani English, and the speakers don't feel odd while using these words. Numerous studies are conducted on Pakistani English Vocabulary, yet a couple manage to deal with morphology. Therefore, the purpose of this study is to explore the morphological integration of Urdu loan words in Pakistani English. Another purpose of the study is to investigate the main reasons of this morphological integration process. The Qualitative research method is used in this study. Researcher prepares a sample list of 50 loan words for the analysis. These words are randomly chosen from the newspaper “The Dawn” since it is the most dispersed English language newspaper in Pakistan. Some words are selected from the Books and Novellas of Pakistani English fiction authors, and concise Oxford English Dictionary, 11th edition. The results show that, when the Urdu language loan words are morphologically integrated in Pakistan English, they do not change their grammatical category. Moreover, four distinguished morphological process are identified in integration of these loan words. The results also reveal that deficit hypothesis is the main reason of this lexical borrowin.
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RAHMAN, TARIQ. "Language Planning in Higher Education: A Case Study of Pakistan." TESOL Quarterly 41, no. 2 (June 2007): 433–36. http://dx.doi.org/10.1002/j.1545-7249.2007.tb00077.x.
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Shamim, Fauzia. "Trends, issues and challenges in English language education in Pakistan." Asia Pacific Journal of Education 28, no. 3 (September 2008): 235–49. http://dx.doi.org/10.1080/02188790802267324.
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Rácová, Anna. "Language as a Symbol of Identity and a Tool of Politics and Power in Pakistan and Bangladesh." Journal of Linguistics/Jazykovedný casopis 67, no. 3 (December 1, 2016): 207–18. http://dx.doi.org/10.1515/jazcas-2017-0008.
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Abstract This study aims to demonstrate the roles that domestic and foreign languages have played and play as signs of national or religious identity and social prestige and as tools of political and economic power in multilingual Pakistan and Bangladesh. Before the countries gained independence from the British Empire in 1947 and before the formation of the Indian Union and Pakistan (which was divided into Pakistan and Bangladesh in 1971), the role of an official language, remote to the majority of population in Indian subcontinent, had been gradually played by Sanskrit, Persian, and English. After gaining independence, the new countries decided to replace English as the official language with domestic languages. Their efforts encountered many problems and resulted in various solutions. Urdu became the state language in Pakistan, which caused resistance in local ethnolinguistic groups because the language had been imported by refugees from India. This resistance was the strongest in East Pakistan, where a strong national and language awareness eventually contributed to the formation of an independent Bangladesh with Bengali as the state language. Despite struggle for the dominance of domestic languages, English has preserved its prestigious position both in Pakistan and Bangladesh, as a symbol of higher social position, a language of education and science, and a tool of economic and political power.
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Shafqat, Faseeha. "STRUGGLING FIELD OF SPEECH-LANGUAGE PATHOLOGY IN PAKISTAN." Rehabilitation Journal 4, no. 2 (December 31, 2020): 165–66. http://dx.doi.org/10.52567/trj.v4i02.2.
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The need of speech and language pathology (SLP) as a specialized field in Pakistan emerged with the education of deaf. Development in education of deaf began in Pakistan by Mr. Siddique Akbar Makhdum in 1949. Later in 1951 College for the Teachers of the Deaf in Lahore was established with the collaboration of USAID and faculty from US to teach speech-language pathology. The basic courses introduced were speech, language and audiology. In the tenure of 6th president of Pakistan General Zia-ul-Haq, many organizations were formed to serve special needs children. In his time special education centers were developed in Islamabad, Lahore and Karachi. One of its kind was Speech and Hearing Centre, Karachi, which was established in 1983 and aimed to advocate Auditory Verbal Therapy (AVT).1 In 1991, Post graduate diploma in speech-language therapy (PGD-SLT) was launched with collaboration of NIRM (formerly called National Institute of Handicapped NIHd), UNDP and National Institute of Psychology (NIP), Quaid-e-Azam University, Islamabad. Ministry of Women Development, Social Welfare and Special education took this initiative. Diane Schaffer from USA and Linda from England were two expert speech therapists who came to Pakistan to teach and train PGD-SLT students in NIRM. Speech and Hearing Association of Pakistan (SHAP) was formed in January 2000.2 On 13th June 2002 SHAP got registered under Sindh Government with registrar of societies Act 21 of 1860. Currently Ms. Amina Siddiqui is President and Dr. Nadeem Mukhtar is Vice President of SHAP. In 2006-2007 Special Education Department of Karachi University launched masters in speech Therapy program. In 2007 Zia-u-Din Hospital started clinical services and collaborated with SHAP to develop the College of Speech Language & Hearing Sciences (CSLHS) where nation’s first 4-year Bachelor’s program in Speech Language Therapy was launched in 2007.2 In 2010 Riphah University Islamabad started MS program in speech-language pathology under supervision of Dr. Ayesha Kamal Butt. In 2013 Isra University Islamabad campus started M.Phil SLP degree program and PhD in Rehabilitation Sciences which opened way to doctoral degree for SLPs as well. In 2019 Riphah International University also launched PhD in Rehabilitation Sciences program. King Edward Medical University also launched BS program in 2008. Currently there are 16 institutes offering BS, 5 institutes offering MS/MPhil and 6 institutes offering diploma in SLP. On 9th October 2019 Pakistan Speech and language pathologist association (PSLPA) was formed by pioneers of field in Pakistan. It is federally registered under the society’s registration act 21 of 1860. Launch day of PSLPA i.e. 9th October was also declared as National Speech Pathology Day. President and Vice President of PSLPA are Dr. Nazia Mumtaz and Ms. Saima Tariq respectively. Although the field of speech-language pathology in Pakistan headed up in 1990 but research in the field began with the commencement of degree programs. The lag between practice and research resulted in the lack of culturally appropriate standardized practices which has yet not been eradicated fully. Despite efforts of existing associations to eliminate malpractice and quackery from the field, it is still going on a huge scale. In fact many practicing SLPs are yet not registered with any association because on legal grounds there is not yet any such compulsion for them on national level. In many states, like other medical professions, it is mandatory for SLPs to be licensed through a state authority in order to practice their speciality.3 The licensing process includes such steps that helps to maintain and establish stringent standards for licensure candidacy and practice. In Pakistan there is a dire need of state’s recognized licensing system that could assure provision of genuine SLPs to public through a standardized vetting process that internationally involves qualifying degree education, supervised clinical experience and examination. Graduate programs are producing culturally consistent researches, even though application of these researches is slow and rare to an extent that out dated traditional practices still dominates. Consequently patients and their families suffer with no or slow pace of progress. There are also centers where patients treated by SLP students are not supervised and guided by senior therapists hence their trial and error learning only benefits them in making stronger clinical record books but at the cost of patient’s wastage of time and student’s malpractice. One reason behind lack of desired clinical supervision is recruitment of less number of SLP clinical supervisors in teaching hospitals as compared to number of students and case load. In many institutes SLP departments are provided with too low budget to equip their clinics with latest assessment and treatment tools due to which students could not get know how of latest practices happening in the field at international level. A huge proportion of clients that take speech therapy sessions are children and adolescents. Regarding pediatric speech therapy, many families raise issues that they are not allowed to observe or stay in sessions. Furthermore, non-provision of appropriate parent training which is contrary to roles and responsibilities of SLPs,4 is also a critical issue that puts parents or guardians in psychological stress when they try to work with their affected family member. Like other countries, in Pakistan the solution of all aforesaid problems can only be found with integration of evidence based practices (EBP). Only with evidence based practices Pakistani SLPs can make informed, evidence based decisions in their practices along with provision of high quality services reflecting the needs, choices, interests and values of target population.
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Mansoor, Sabiha. "Language Planning in Higher Education Issues of Access and Equity." LAHORE JOURNAL OF ECONOMICS 8, no. 2 (July 1, 2003): 17–42. http://dx.doi.org/10.35536/lje.2003.v8.i2.a2.
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Pakistan as a multilingual country faces numerous problems in language planning in higher education. As educational standards in higher education decline, there are concerns about student difficulties in English and lack of required materials in Urdu, The research reported here is a nation wide survey of 2136 students, 121 Subject and English teachers of public and private sector colleges and universities from all the capital cities of Pakistan, as well as 63 parents who responded to the questionnaire. The survey examines the learner's background, attitudes to languages and motivational orientation, availability and quality of materials in different mediums, learner difficulties in English, provision of English support programmes, and language outcomes. Results point to the significant differences between private sector and public sector students in terms of socio-economic status, and other variables. The study recommends that public sector students be provided more state support by adopting an 'English for all policy', and strengthening the English programmes through a revision of courses, development of materials, and training of teachers so as to meet the students' learning and target needs.
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Tamim, Tayyaba. "Language, Class, and Education: Deconstructing the Centre to Rethink Inclusivity in Education in Pakistan." Cogent Education 8, no. 1 (January 1, 2021): 1897933. http://dx.doi.org/10.1080/2331186x.2021.1897933.
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Asif, Tahseen, Ouyang Guangming, Muhammad Asif Haider, Jordi Colomer, Sumaira Kayani, and Noor ul Amin. "Moral Education for Sustainable Development: Comparison of University Teachers’ Perceptions in China and Pakistan." Sustainability 12, no. 7 (April 9, 2020): 3014. http://dx.doi.org/10.3390/su12073014.
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Sustainable development is promoted when the system of education provides the learners with an opportunity to equip themselves with moral values, skills, and competences that assist them in effecting personal and community positive changes. For this purpose, teachers play an important role as moral agents, and students consider the teacher a role model. Therefore, the understanding and beliefs of teachers regarding moral education play a pivotal role in grooming the personality of the learners. This comparative study aimed to assess the practices and beliefs of university teachers regarding moral education in China and Pakistan. A mixed-method approach was used and data analysis was performed by using an interactive model and ANOVA. Responses of twelve tertiary teachers were collected from Pakistan and China for qualitative analysis. Seven themes were constructed that categorized teachers’ practice in the classroom and their beliefs regarding moral education. For quantitative analysis, 300 teachers’ responses were collected using a validated questionnaire. The results showed that the majority of Pakistani teachers hold a conservative mindset. According to the Pakistani teachers’ perspective, sovereignty of divine laws, loyalty to the constitution of the state, and a sense of serving society were the ultimate aims of moral education. Chinese teachers were promoting a political ideology that stressed collectivism in a socialist approach, with family and social values being most relevant. Not a single teacher reported using a theoretical or research-based approach while teaching in the class. In the light of the dearth of literature, this study has implications for future research in the field of English as a Foreign Language (EFL) and Islamic Studies in higher education, as it is a longitudinal study that provided insight into how teachers’ beliefs and attitudes are shaped over time and from moral educational experiences.
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Ashraf, Muhammad Azeem, David A. Turner, and Rizwan Ahmed Laar. "Multilingual Language Practices in Education in Pakistan: The Conflict Between Policy and Practice." SAGE Open 11, no. 1 (January 2021): 215824402110041. http://dx.doi.org/10.1177/21582440211004140.
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This study examines the language practices in educational settings in Pakistan, taking the multilingual groupings in society into account. In Pakistan, each province is linked to the single or multiple identities of its people and the languages spoken by the majority. The national language Urdu is limited to educational settings and its function as a lingua franca. English serves people in authority, in offices, and in educational settings. Through discourse-ethnographic analysis, this study examines the individual and joint actions of policymakers and teachers to understand the role of language in educational policy and its practice in educational settings. The interview data identified issues regarding the relationship between language, identity, nation, region, religion, power, and personal attainment in regional, national, and international settings. Moreover, the power of national education policy to produce adequate results is limited by the regional discourses that policymakers ignore. This study concludes by arguing that policy practices for language-in-education in multilingual societies require thoughtful planning which should be informed by local conditions and requirements for its better implementation.
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Salahuddin, Afsheen. "Students’ perception of Spoken English Anxiety at Higher Education Level." Asia Proceedings of Social Sciences 4, no. 3 (June 4, 2019): 96–98. http://dx.doi.org/10.31580/apss.v4i3.567.
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Developing countries like Pakistan are struggling for an Ideal model for English language teaching in their educational institute as English language is emerging as a powerful medium of communication. In Pakistan the public sector school still follows the same old traditional teaching methodology like grammar translation method while the private sector is trying to utilize modern teaching methodologies for enhancing confidence in spoken English but the private sector also needs a lot of effort. This study has tried to find out various factors which make students anxious when they speak in English language and to develop a model based on interactive activities to be incorporated in the curriculum of the institute where this research study took place.
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Mumtaz, Aqsa, Bareera Saeed, and Muhammad Aurangzeb Khan. "Professional skills of speech therapist in special education centres of Punjab, Pakistan." Journal of Humanities, Social and Management Sciences (JHSMS) 2, no. 1 (August 6, 2021): 10–23. http://dx.doi.org/10.47264/idea.jhsms/2.1.2.
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Speech-Language Pathologists (SLPs) are responsible for evaluating and treating speech language impairments through professional knowledge and skills, but they also provide other resources such as evaluating and treating swallowing issues, impaired memory, and hearing issues. The present study is about the factors affecting the professional skills of speech therapists in special education centres of Punjab. A cross-sectional research design was used. A total sample of 75 speech therapists was drawn through purposive sampling technique in special educational centres of Punjab included districts of Lahore, Mandibahudin, Sahiwal, Okara, and Shekhupura. There were 68 (90.7%) participants between the ages of 20 to 30. There were 61 (81.3%) male participants and 14 (18.7%) female participants in the study. Results shows that majority of female participants (39.3%) strongly agreed that speech therapist are not sufficient in special educations centres and its caused work burnout among 49.5% female participants but there is no gender association value of p>0.001. 50.8 % females participants agreed training and latest assessment tools are required for desired outcomes in therapeutic sessions. This research concluded that failure to ensure efficient technical skills of speech and language pathologist in special education centres has resulted in a slew of permanent, deadly effects for SLP.
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Asra Khan, Irshad Hussain, and Zohra Khatoon. "The Power of English in Pakistan: Exploring the Views of University Students." International Journal of Innovation in Teaching and Learning (IJITL) 6, no. 1 (July 1, 2020): 84–103. http://dx.doi.org/10.35993/ijitl.v6i1.832.
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Pakistan is a multilingual country with Urdu as its national language. It is entrenched in one of the post-colonial effects; the influence of the English language and the power which it exerts in Pakistan with regards to the ever advancing global world. The case study aims at voicing the views of university students in a hope that their concerns are addressed at national level, which will ultimately lead to equity in English language classrooms in Pakistan. It seeks to explore the views of Banking and Finance students of Bahauddin Zakariya University, Multan, Pakistan, about the power which English language holds and the multiple ways it is exerted. Forty (40) students, taken through random sampling technique were the participants of study. Quantitative data were collected by administering a questionnaire; whereas, an interview protocol was used for collecting qualitative data. The tools collected data in six categories namely increase in self-confidence, seeking admission in foreign universities, a marker of modernity and social class, attaining a lucrative job, basic schooling and a tag of a good student. The results of the study demonstrated that English language holds a great deal of Power in Pakistan in different walks of life as well as in education of students.
Keywords: English in Pakistan, Education, Power of English
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AMMAR, Ali, Naveen ALI, Ali FAWAD, and Khamsa QASIM. "Language Policy and Medium of Instruction Issue in Pakistan." Acta Linguistica Asiatica 5, no. 1 (June 30, 2015): 111–24. http://dx.doi.org/10.4312/ala.5.1.111-124.
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The issue of language in Pakistan is not just related to linguistics. It has far more implications for cultural, economic, political, and social issues. The current paper studies the latest language policy of Pakistan and its implications for local languages. It then relates to the formation and implementation of a (certain steps) sound language policy to root out the conflicts and ethnic clashes from time to time in the country, and to survive the language shock of majority of students in Pakistan, who are taught English as compulsory subject up to 14 years of education. The current situation of the country also correlates to the puzzling phenomenon of cultural aversive attitudes towards English language by the masses. The current teaching methods and curriculum employed in the institutions of Pakistan, for decades, have only been successful in maintaining the gap between the privileged English related people and the hardcore anti-English sentiments. In this battle for linguistic-identity crisis and supremacy, a lot of national talent has been wasted. This paper briefly re-explores the situation of languages in the country on the first step, then it moves on to focus on the national policy, its flaws, and it possible ways out by bringing in examples from Chinese and Indian Language Policies.
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Pathan, Habibullah, Khalid Hussain Channa, Shumaila Memon, and Waqar Shah. "Myths and Realities about Language of Instruction in Pakistan: Parental Perspective." Theory and Practice in Language Studies 8, no. 8 (August 1, 2018): 1055. http://dx.doi.org/10.17507/tpls.0808.20.
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Language of learning and language of state requires proper awareness in multilingual countries. It demands much clarity if the role of a language in learning is to be acknowledged on the academic achievement grounds. Language of instruction is a controversial issue in Pakistan. Language policies and practices play vital role in shaping the perceptions of individual for the choice of any language. These perceptions may be based on reality or merely myths. Parents are major beneficiary or sufferer of the outcome of the education of their children. This article aims to explore perceptions of parents for the choice of language for the education of their children. By drawing upon Woolard & Schieffelin’s Language Ideology Model (1994), this paper analyses how parents perceive the importance of language of instruction for the education of their children. The researchers conducted 20 semi structured interviews from parents of Hyderabad Town by using Maximum Variation Sampling. Constant Comparative Method (Lincoln & Guba, 1985) of analysis is used as an analytic technique to discover perceptions of parents regarding language of instruction for the education their children. This research implies that perceptions of parents are fraught with myths and misunderstandings of past practices and unclear language policies in Pakistan. This study recommends that parents’ voice must effectively be included in the making of language policy and they must be made aware of the researches in learning mother tongue or second language as the language of instruction for the education of their children.
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Kazim, Razia, Shabana Sartaj, and Sadia Memon. "Indoctrination and Islamization in Higher Secondary Curriculum in Pakistan: A Case Study of Sindh Textbook Board of Pakistan." Education and Linguistics Research 5, no. 1 (April 25, 2019): 80. http://dx.doi.org/10.5296/elr.v5i1.14535.
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Language is a social phenomenon. It helps us to interact with the world around us. The prevailing content explores and emphasizes the idea of language as a significantly active agent which indoctrinates learners and excludes people from minorities through English Language textbook of Class 9 published by Sindh Textbook Board of Sindh, Pakistan. The study used Fair Clough’s model of CDA 1995 (Critical Discourse Analysis) as a tool to reveal the hidden ideologies behind the language used in the textbook. English, in Pakistan, is used as a language-learning subject in the context of L2. However, the language used in textbooks imposes certain ideological connotations in not only an implicit but also explicit manner. Rahman (2002).The language textbooks indoctrinate learners by propagating hidden agendas such as excessive promotion of Islamization and glorification of war and war heroes to name just a few. The study recommends language textbooks to focus on developing language skills and enlarging the lingual capabilities of the learners instead of selling indoctrination and constricting the critical abilities of the learners. In order to meet the needs of a modern world, balance curriculum contents should be designed for the learners. It is highly suggested to the designers and policy makers, to focus on language learning items and content, instead of content-oriented textbooks. The research will be beneficial in the domain of education and for fellow researchers as they would be able to discern in clear terms why indoctrination should be discouraged in the process of education; language should only be taught without distortion.
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Pandhiani, Saima Murtaza, and Sumera Umrani. "Identity Negotiation of Female ESL Learners: Communities of Practice Perspective." Grassroots 55, No 1 (April 7, 2021): 127–44. http://dx.doi.org/10.52806/grassroots.v55i1.3765.
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This qualitative study employs Communities of Practice (Lave& Wenger, 1991) framework to map out how female learner identity is built and negotiated within Post-colonial Pakistan. The study traces out the ongoing identity struggles of young Pakistani female ESL learners at The Institute of English Language and Literature (IELL), University of Sindh, Jamshoro, Pakistan, from a broadly poststructuralist perspective .Data analysis and interpretation were guided by CoPframework which views learner as essentially part and parcel of the learning environment within which learning takes places. The data revealed a complex picture of Female English Language Learner Identity (FELLI), as diverse subject positions emerged while the participants developed a sense of alignment with different CoP and displaying acts of resistance to counter discrimination. Higher education appeared as a site of identity negotiation and transition into new CoP for the participants. The participants demonstrated signs of social, linguistic and academic participation in as participating members of academic CoP
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Younas, Muhammad, Muhammad Afzaal, Uzma Noor, Samina Khalid, and Swaleha Naqvi. "Code Switching in ESL Teaching at University Level in Pakistan." English Language Teaching 13, no. 8 (July 10, 2020): 63. http://dx.doi.org/10.5539/elt.v13n8p63.
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Code-switching (CS) is a communicative strategy used by ESL bilingual teachers to teach English as a second language to non-native English speakers. Based on quantitative analysis of transcribed data from thirty ESL teachers at Pakistani universities, the present study examined the influence of code switching (CS) on ESL learners in Pakistan, exploring in particular the impact of CS on and teacher attitude towards CS in ESL instruction. The findings of the study indicate significant use of code-mixing and frequency of mixing words, phrase and the smallest unit of one language into another language. Furthermore, the findings suggest that CS is frequently used by the ESL teachers. The study also highlights that common nouns are followed by proper nouns, adjectives, verbs and abbreviations, with the most significant words used during instantiation of CS in the data comprising lexical items, phrases, compound words, and encouraging words. Thus, this study suggests that CS is used to facilitate the comprehension and participation of the bilingual learners.
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Sahito, Zafarullah, and Pertti Vaisanen. "Quality in Teacher Education: Evidence from the Universities of Sindh, Pakistan." Journal of Language Teaching and Research 9, no. 5 (September 1, 2018): 916. http://dx.doi.org/10.17507/jltr.0905.04.
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The quality in teacher education is an emergent topic and area that is discussed throughout the world by teachers, researchers, students, parents and other all concerned and non-concerned stakeholders. Because everyone is connected directly and indirectly to their education system and want to send their children and siblings to those institutions where they get proper, right and authentic education to cater the needs and requirements of the present and future, which is the need of time to live peacefully and prosperously. The qualitative research design with case study approach was employed to collect data and then analysed through thematic-narrative analysis techniques. The study is revolving around the five factors given by UNICEF (2000) such as students and teachers as learners; curriculum/content, material and standards; processes; environments; and outcomes respectively. The findings of this research study would be an excellent addition to the available research findings and the literature of quality education.
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Nazakat, Muhammad Imran, and Adil Khan. "Enigma of Medium of Instruction and Cognitive Academic Proficiency of the Learners." Global Regional Review IV, no. II (June 30, 2019): 514–20. http://dx.doi.org/10.31703/grr.2019(iv-ii).54.
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The role of language in education in Pakistan has been a source of contention among educationalists, researchers, and intellectuals. The educational policymakers were unable to decide the proper function of any language in education. As a result, English and Urdu medium of instruction policies in Pakistan have often been tossed out. The current research is the outcome of two sources of inspiration. The first source of inspiration was a federal policy enacted in 2003 regarding the medium of instruction, which mandated that science subjects in government schools be taught in English beginning in grade six. The findings of the study show that the academic capacity of the students is not impeded even if they have local language literacy. The findings reconcile with Cummin's CALP notion, and it is suggested for the policymakers that the native languages of the learners need not be sacrificed for the English language.
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Asim, Hafiz Muhmmad, Anthony Vaz, Ashfaq Ahmed, and Samreen Sadiq. "A Review on Outcome Based Education and Factors That Impact Student Learning Outcomes in Tertiary Education System." International Education Studies 14, no. 2 (January 25, 2021): 1. http://dx.doi.org/10.5539/ies.v14n2p1.
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Education opens numerous revenues to register economic expansion all around the world with specific reference to developing nations. Advancement of Pakistan in education indicators has been severely insufficient during the previous decades. Decreased financing along with inefficiency in budget expenditure plus weak management system have crippled the education sector ensuing poor educational outcomes. Outcome-based Education (OBE) has recently gained much attention in Pakistan. OBE is used in education because it clearly focuses and organizes everything in an educational system around what is necessary for all students to be able to do at the end of their learning. OBE proposes an influential and interesting option of transforming and organizing medical education. Therefore, the basic aim of this review is to highlight the tertiary education system of Pakistan and the need to shift from teacher centered to Outcome Based Education system. The review also addresses the major factors that impact student learning outcomes. Data bases were searched including Cochrane and Medline. Search strategy was designed by combining Boolean operators and key terms related to review objectives. Seven studies were included in the paper regarding the effectiveness of Outcome Based Education in different disciplines of education. The findings suggested five important factors from the literature that impact student learning outcomes including, assessment strategies, learning objectives based on level of complexity, student preferred learning styles, English language competency and Employer requirements. However, limitations were recognized in the methodology section and further recommendations were given for future researchers.
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Ahmad, Ishtiaq. "Teachers' Perception of English Language Teaching at Tertiary Level Education in Pakistan." Pakistan Social Sciences Review 4, no. 1 (March 31, 2020): 191–203. http://dx.doi.org/10.35484/pssr.2020(4-i)16.
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Ahmed, Fasih, Sana Hussan, and Muhammad Safiullah. "Elementary Education and Language Teachers’ Professional Development Needs: The Context of Pakistan." Global Regional Review I, no. I (December 30, 2016): 85–96. http://dx.doi.org/10.31703/grr.2016(i-i).07.
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Teachers professional development is central to meet the ever-growing challenges at the elementary school level. In this article we describe the development and use of Teachers Development Scale at the elementary school level in Pakistan. An exploratory factor analysis (n=274) showed two basic dimensions of teachers professional development: community development, and individual development. Community-based developments included collaborative projects, participation in conferences, and system of educators for proficient advancement. On the other hand, individual developments related to improvement in course work, coaching, observation visits to other schools and qualification degree programs. The implication of the study identifies constraints and suggestions for educators, educationists and instructor mentors.
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Naz, Samia, Sarwat Jabeen, and Abdul Rashid. "Evaluation of Punjab Education and English Language Initiative (PEELI) Project in Pakistan." Global Regional Review V, no. I (March 30, 2020): 332–39. http://dx.doi.org/10.31703/grr.2020(v-i).36.
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The study aims to evaluate the effectiveness of Punjab Education and English Language Initiative (PEELI) interventions (2018-19) on professional skills of primary school teachers in Punjab using Stufflebeam’s CIPP evaluation model (1983). PEELI is a collaborative project between the Government of the Punjab and British Council being implemented through Quaid-e-Azam Academy for Educational Development Punjab, Pakistan. In this qualitative research, data has been obtained through British Council’s Annual Reports, quarterly reports of third party, semi-structured interviews with four stakeholders, twelve trainers and thirty six primary school teachers in twelve districts of Punjab. The findings suggest that PEELI interventions have created positive impact on classroom delivery for making it child-centric. The study recommends the following strategies to achieve positive outcomes: needs analysis of primary teachers in the beginning of the project, equal opportunity of training to young and senior primary teachers, continuous professional development of teachers and developing follow up mechanism.
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Moghal, Shagufta, Muhamamd Mooneeb Ali, Zoobia Asad, Dr. Muhammad Asif, and Amina Shahid. "Utilizing Mobile Assisted Language Learning (MALL) for Teaching English to Non- Formal Learners in Pakistan." Journal of Arts & Social Sciences 7, no. 2 (December 31, 2020): 70–81. http://dx.doi.org/10.46662/jass-vol7-iss2-2020(70-81).
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Non formal education is an important education type that helps the availability and continuity of education where formal schooling is not available. English language learning assumes a significant role in the National Educational program. Despite its importance, English Language learning is a problematic area for learners in the formal and non-formal education systems. This research intends to explore the importance of using mobile assisted language learning (MALL) in non-formal English language environments in Pakistan. The population of this research comes from various institutions all over Punjab, Pakistan, where 60 non - formal learners were chosen through simple random sampling method. The research design was experimental whereas test (pre and post) was used as a tool to collect data. The findings present that MALL created a significant impact on English Language learning of non-formal learners. It further ascertained that MALL can be an attractive and result oriented method in non-formal settings.
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Schiffman, Harold. "Tariq Rahman, Language, education and culture. Oxford & New York: Oxford University Press and Sustainable Development Policy Institute, 1999. Pp. xvi, 318. Hb $26.95." Language in Society 30, no. 2 (April 2001): 335–36. http://dx.doi.org/10.1017/s0047404501432052.
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This is a compendium of articles, originally published elsewhere, that focus on language, education, and culture in Pakistan, where the author has spent most of his career. As he admits in the general introduction, the articles were not initially written as chapters for a book, so they do not each focus on a single argument; but since they have these three themes as they relate to Pakistan as their organizing idea, with few other sources to guide us, we can get some general ideas about these issues as they play out in Pakistan.
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Channa, Khalid Hussain, Shumaila Memon, and Faraz Ali Bughio. "English Medium or No English Medium: Parental Perspectives from Pakistan." Theory and Practice in Language Studies 6, no. 8 (August 1, 2016): 1572. http://dx.doi.org/10.17507/tpls.0608.07.
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Medium of instruction plays vital role in the education of children. Being major beneficiary or sufferer, parents’ role is integral as one of the major stakeholders in the education policy of Pakistan. This research is aimed to present an analysis of parental perceptions regarding medium of instruction for the education of their children. The present research draws closely on Woolard Schieffelin & Kroskrity’s Language Ideology Model (1998) for understanding perceptions of parents for English as a medium of instruction. The researchers conducted 12 semi structured interviews from parents of Hyderabad city by using Maximum Variation Sampling (Seidman, 1998). These interviews were analyzed using Constant Comparative Method (Lincoln &Guba, 1985). The findings of the study suggest that Pakistan is a multilingual state and the parents’ preferences of the language they want to be used in their children’s schools are not uniform. Therefore, government should involve parents at grass root level while making education policy for effective outcomes.
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Ali, Barkat, Abdul Quddoos Sial, and Muhammad Hassan. "Insertion of English Subject in LL.B Syllabus: A Critical Analysis." Review of Education, Administration & LAW 4, no. 1 (March 31, 2021): 125–32. http://dx.doi.org/10.47067/real.v4i1.117.
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Since the independence of Pakistan, English has been the language of the whole legal system including the judicial decisions of superior and subordinates courts. Indeed, in general, English language has been playing a pivotal role in order to understand the spirit of legal system, statutes, and judicial verdicts. Therefore, the students of the legal education have been taught additional English subjects in the first three semesters as approved by the Higher Education Commission of Pakistan and endorsed the same by the Pakistan Bar Council with the aiming to enhance their understanding and improvement of English language. However, it is witnessed that the insertion of additional English language courses in the legal education has been criticizing. This research intends to critically explore the significance of English language courses and its liaison with the LL.B program. This treatise adopted a qualitative research method in order to achieve the proposed objective. It carried out an in-depth critical analysis of the insertion of English language courses. Further, face to face interviews of various law students and teachers have been conducted and transcribed accordingly in order to support this research. This study adopted a purposive sampling method because of legal research along with semi-structured interviews.
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Nosheeen, Syeda Sidra, Muhammad Javed, and Haseen Akhtar. "Analyzing Strategies for Developing Students Speaking Skills in Public Universities of Pakistan." Global Regional Review V, no. I (March 30, 2020): 92–99. http://dx.doi.org/10.31703/grr.2020(v-i).12.
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In Pakistani educational system, English language has a distinguishing place for getting higher education and job opportunities. However, it is challenging task for ESL teachers to develop students speaking skills. Therefore, the current study aimed to analyze the strategies for developing students English language speaking skills and find out the new trends adopted by university teachers for developing students English language speaking skills. The researchers selected 2425 students and 97 teachers from public universities of Pakistan. A self-designed instrument was used to collect data. The calculated reliability of the tool was .876. Data were collected and analyzed by using SPSS and percentage, mean score, and standard deviation were calculated. The results conclude that teachers sometimes use modern and innovative methods to teach the English language, whereas, most of the teachers never use technology to enhance students speaking skills. The study recommends that teachers should pay full attention to develop students speaking skills which is an integral skill of ESL students learning.
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Abbasi, Muhammad Hassan, and Maya David. "PANDEMIC, LAW, AND INDIGENOUS LANGUAGES IN PAKISTAN." IARS' International Research Journal 11, no. 1 (February 8, 2021): 10–16. http://dx.doi.org/10.51611/iars.irj.v11i1.2021.150.
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Pakistan is a multilingual state with 74 languages (Siddiqui, 2019), with Urdu being its national language while English is its official language (Article 251 of the Constitution of the Islamic Republic of Pakistan). However, the linguistic diversity, as per the law, has not been given proper status in Pakistan (Rahman, 2002). In the wake of Covid-19 pandemic, the role of medical health professionals, local police officers, media persons and educationists to create an awareness about the precautionary measures to fight Covid-19 among the indigenous communities in different regions of Pakistan is important. However, there is no practice prescribed in the law, to disseminate awareness in the local languages. Moreover, as most of the lexical items regarding the pandemic have been borrowed, the shift to local languages is more than challenging. In urban areas, indigenous communities are aware of the precautions to be taken during this pandemic as they use the mainstream languages (Ali, 2017 & Abbasi, 2019.) However, in the rural and northern areas of Pakistan this is not so prevalent. Some language activists and concerned members of the community in different parts of the state took this opportunity to educate the masses and started an awareness campaign about coronavirus pandemic in local languages (posters in local languages and short video messages on social media and YouTube). Yet, linguists and community members have not been able to work with many indigenous languages, which Rahman (2004) lists in his study, and these speech communities urgently need the required information in their respective heritage languages. Such small steps by community members and NGOs in providing necessary information in local languages suggest that proper education in the mother tongue can protect communities in times like this. The government has to protect endangered and indigenous languages by an effective law-making process that actively encourages the use of local languages and helps provide information in their respective languages in such situations as this pandemic.
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Sarwar, Zakia. "Innovations in Large Classes in Pakistan." TESOL Quarterly 35, no. 3 (2001): 497. http://dx.doi.org/10.2307/3588033.
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Islam, Mohammad Nurul, and Azirah Hashim. "Historical Evolution of English in Bangladesh." Journal of Language Teaching and Research 10, no. 2 (March 1, 2019): 247. http://dx.doi.org/10.17507/jltr.1002.05.
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This paper aims to make a contribution to the study of history and evolution of English in Bangladesh. Bangladesh is a young country, twice-split once from India as a part of Pakistan and then from Pakistan as an independent nation. Therefore, to look at the history, we have to look at the history of English education first in India upto 1947, then in Pakistan (1947-1971) and then only in Bangladesh (since 1971 onwards). The paper begins with how English was brought into Bangladesh; language policy and use in Bangladesh; medium of instruction and also shed lights on the current status of English in Bangladesh.
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Zahoor, Mehwish, and Fauzia Janjua. "Green contents in English language textbooks in Pakistan: An ecolinguistic and ecopedagogical appraisal." British Educational Research Journal 46, no. 2 (April 2020): 321–38. http://dx.doi.org/10.1002/berj.3579.
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Awan, Safia, Naila Shahbaz, Syed Wasim Akhtar, Arsalan Ahmad, Sadaf Iqbal, Sellal Ahmed, Haider Naqvi, and Mohammad Wasay. "Validation Study of the Mini-Mental State Examination in Urdu Language for Pakistani Population." Open Neurology Journal 9, no. 1 (June 26, 2015): 53–58. http://dx.doi.org/10.2174/1874205x01509010053.
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Validation study of the Mini-Mental State Examination in Urdu language for Pakistani population Objective: This study was conducted primarily to validate and determine the optimal cutoff score in the diagnosis of dementia among Pakistani’s and study the effects of gender and education on the MMSE performance in our population. Methods: Four hundred participants took part in the study. Patient with dementia recruited from five major hospitals from Pakistan. The MMSE was translated into Urdu. Results: There were 61 men and 39 women in dementia group and 225 men and 75 women in the control group. The mean score of Urdu MMSE were lower in patients with dementia 18.5 ± 5.6 (range 0-30) as compared to the controls 26.8 ± 2.6 (range 7-30). This difference between groups was statistically significant (p<0.001). Educational based MMSE score below 15 yielded perfect sensitivity and specificity for the diagnosis of dementia. Conclusions: These finding confirm the influence of level of education on MMSE score and education stratified cutoff scores should be used while screening for cognitive impairment in this population.
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Ejaz, Bisma, Amina Muazzam, Ambreen Anjum, Gary Pollock, and Raheel Nawaz. "Measuring the Scale and Scope of Social Anxiety among Students in Pakistani Higher Education Institutions: An Alternative Social Anxiety Scale." Sustainability 12, no. 6 (March 11, 2020): 2164. http://dx.doi.org/10.3390/su12062164.
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Social Anxiety Disorder (SAD) is neither just shyness, nor for most victims does it merely involve an inability to speak in public. For most sufferers of this disorder, it could be a pervasive, disabling condition that steals away opportunities for a richer, fuller life. Having an early onset and combining high prevalence rates with serious negative effects on functioning and quality of life, SAD is a public health problem of considerable magnitude. Hence, its assessment using a standardized measure and timely intervention can completely preempt or at least lessen the severity of this psychiatric illness. So far SAD among students in higher education institutions is a less investigated area of study in Pakistan. Students generally avoid reporting difficulties they experience while making interactions with people and quietly try to combat with their fears in social settings. Proper and timely diagnosis and treatment of SAD are required, and for this purpose, the need of the hour is to create a culturally oriented measuring instrument for proper surveillance of the student population in Pakistan. This paper, drawing from a study conducted at Higher Education Institutions (HEI) across Pakistan, addresses this issue by devising an indigenous, comprehensive, well-founded and valid scale of social anxiety in the Urdu language. The use of this scale, both in general and patient care settings, would effectively screen individuals who could be at risk of being victimized by this disorder. This alternative Social Anxiety Scale (SAS) carefully evaluates social behaviors and attitudes while also ensuring that cultural perspectives are considered, which would also encourage clinicians to evaluate SAD in Pakistani population.
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Buzdar, Muhammad Ayub, and Akhtar Ali. "Development of reflective thinking through distance teacher education programs at AIOU Pakistan." International Review of Research in Open and Distributed Learning 14, no. 3 (July 5, 2013): 43. http://dx.doi.org/10.19173/irrodl.v14i3.1350.
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<span style="line-height: 150%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ascii-theme-font: major-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">The current study aims to investigate the possibilities of developing reflective thinking among learners through distance education programs. The case of Allama Iqbal Open University (AIOU) Islamabad, Pakistan is examined to achieve this task. The study is based on Mezirow’s theory of reflective thinking, which divides thinking in four categories. The <em>Questionnaire of Reflective Thinking </em>(QRT) developed by Kember et al. (2000) based on Mezirow (1991) was administered to 450 AIOU students. The thinking and learning practices of students governed by their habitual actions, understanding, reflection, and critical reflection are statistically examined to meet the research objectives. Findings reveal that AIOU teacher education programs have a stronger tendency to promote understanding and reflective thinking among learners. The need to integrate content for developing critical reflection among learners is highlighted. The study also discovers the significant impacts of students’ job status and previous qualifications on their thinking patterns. <br /></span>
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Tamim, Tayyaba. "Languages, Symbolic Power and Multidimensional Poverty in the Context of Pakistan." European Journal of Language and Literature 9, no. 1 (June 10, 2017): 70. http://dx.doi.org/10.26417/ejls.v9i1.p70-79.
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This paper engages with the question of languages in education and language policy in the multilingual context of Pakistan, from the perspective of its impact on multidimensional poverty. Poverty is interpreted as ‘capability deprivation’ following Amertya Sen’s capability approach, while Bourdieu’s social critical theory inform the analysis. The paper is based on findings from a 3-year qualitative study, funded by Research Consortium on Educational Outcomes and Poverty (RECOUP). The methods of data collection included participant observation, documentary analysis and interview data from 16 cases of private and government school graduates, in two provinces. Each case comprised of a final-year secondary school student and his/ her same sex 5-6 year older sibling. The findings reveal that the symbolic power of English in the country, in contrast to its restricted access, and the concurrent devaluation of the local linguistic capital reinforced the structures that nest inequality and poverty. This restrained the agency and of the already socioeconomically disadvantaged government school participants to achieve valued goals as inequality was unleashed in the multiple dimensions of their lives: cognitive, social, affective, economic, and physical. The paper argues for more inclusive language policies and languages in education.
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Arshad, Muhammad, Dr Sham-ul Basar, Dr Abdur Rauf Zafar, and Nisar Ahmad. "Culture of Veil among University Students in Pakistan." International Journal of Learning and Development 2, no. 3 (May 6, 2012): 57. http://dx.doi.org/10.5296/ijld.v2i3.1774.
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Culture is a set of norms that a society or a group of people set to live peaceful life and every member of that group has to follow these norms. These norms changes with the passage of the time. The socio-cultural factors that exert their influence within a family structure are belief, values, attitudes, acculturation levels, socialization goals and practices for modeling behaviours, communication styles, language use at home, interpersonal relations and experiences, and problem-solving about learning. So, the culture of the society has a great impact on the life of a person in the development of attributes. With respect to culture, Pakistan is a country of various cultures but every custom is attached to religion because it came into being on Islamic ideology. So, Islamic culture can be found dominating in every aspect of our life in spite of modernization or to imitate Europe is a common practice in Pakistan. Among other norms veil among females is also taken as Islamic culture or can be said religious obligation. In Pakistan there is separate system of education up to graduate level but at higher education and in professional education institution there is co-education system. So, it affects a lot on the female students who belongs from the society where there is compulsion to hide their face (use veil) from male members other than their family members. Consequently it affects their education especially in the campuses where there culture of veil is not present. Key words: Culture, Religious Obligation, Veil, Hijaab, Burqa
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Qureshi, Muhammad Asif. "Language planning in higher education: A case study of Pakistan,by Mansoor, S." Journal of Language, Identity & Education 11, no. 5 (November 2012): 355–58. http://dx.doi.org/10.1080/15348458.2012.734240.
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Mansoor, Sabiha. "The Status and Role of Regional Languages in Higher Education in Pakistan." Journal of Multilingual and Multicultural Development 25, no. 4 (August 2004): 333–53. http://dx.doi.org/10.1080/01434630408666536.
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Chhachhar, Abdul Razaque, Ghulam Shabir Arain, and Dastar Ali Chandio. "Assessing Print Media Coverage on Environmental Issues in Pakistan: A Study of Major Newspapers in Pakistan." Progressive Research Journal of Arts & Humanities (PRJAH) 2, no. 2 (December 28, 2020): 92–103. http://dx.doi.org/10.51872/prjah.vol2.iss2.40.
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Nowadays, Pakistan faces sever environmental problems in spite of existing laws willing to defend the sustainable environment. In today’s environmental crisis, print media has a unique role to play among various stakeholders which consists of policy makers, Government, NGO’s and the public at large level. No one can deny from the role of print media as a source of information about education for millions of readers. There are many newspapers such as national Urdu, English and regional published daily in Pakistan. In Pakistan, media is also divided language with series of media in vernacular languages including Sindhi, Punjabi and Pashto. In this research, the content analysis of three newspapers Daily Dawn, Daily Jang and Daily Kawish was done of 2016, year to check the Length and Frequency of five major environmental issues Water Crisis, Agriculture Crisis, Pollution, Climate change and Deforestation. The data of following issues were analyzed by using tabulations month wise and finally year wise. English newspaper Dawn has given more coverage to these concerned issues, while secondly Urdu Jang newspaper has given coverage and Kawish has covered less number of stories regarding five major environmental issues.
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Sultana, Munawer, and Sajida Zaki. "Proposing Project Based Learning as an alternative to traditional ELT pedagogy at public colleges in Pakistan." International Journal for Lesson and Learning Studies 4, no. 2 (April 13, 2015): 155–73. http://dx.doi.org/10.1108/ijlls-09-2013-0049.
Full textAbstract:
Purpose – The purpose of this paper is to study the effectiveness of Project Based Learning (PBL) in comparison to the prevailing English language pedagogy. Design/methodology/approach – The pre-test/post-test experimental design with one control and one treatment group was used to complete the study that was carried out for 12 weeks. In all, 140 female students enrolled in Grade-XI at a public college in Karachi, Pakistan, were randomly divided into the two groups to compare the traditional pedagogy with the proposed PBL method. The participants in the experiment and control groups were taught the same prescribed curriculum using the PBL and traditional pedagogy, respectively. Findings – The study shows PBL to be a better instructional method as compared to the existing traditional pedagogy for teaching compulsory English at public colleges. The participants in the experiment group who were taught through PBL performed better on different curriculum areas as established through the pre- and post-test scores; and they were also found better motivated towards the English course. The data analyses and interpretation suggests that PBL can easily replace the conventional pedagogy and can improve compulsory English teaching – learning practices and outcomes at public colleges in Pakistan. Research limitations/implications – One major limitation was that the PBL methodology was to focus around the curriculum content; and, finally, assess students on the lines as they need preparation for the state-held end of year examinations which serve as the qualification for admission to undergraduate study at universities. The present study was carried out at just one institution comprising female only population; hence the results need validation at other institutions having male or mixed populations. The study cultivated a culture among language teachers for experimenting with different pedagogies, consequently, alongside PBL other language pedagogies may be tried to improve teaching- and learning of compulsory English. The study demonstrated that there is an interest in teachers and learners both for improving current practices and culture. Also, the required resources and that enable this desired change are available within the existing academic set up. Practical implications – This study attempts to solve a serious problem faced by teachers and learners pursuing English course at colleges. It tests out a pedagogy that teachers may adopt within the existing setups. Social implications – The students graduating from tertiary education institutes in Pakistan desperately need good language and communication skills for further education and career. Due to ineffective language teaching, these students are unable to develop the needed language skills, and consequently miss out on different opportunities. Originality/value – This paper is among the foremost experimental study undertaken to reform language teaching at public colleges in Pakistan. It proposes a practical solution to replace the traditional pedagogy and enables teachers and students to engage in teaching learning of English more meaningfully.