8English Language Teachers

HOPE JOURNAL OF RESEARCH Volume: 3 Issue: 1 ISSN (P): 2313-8122 March 2015 ISSN (E): 2307-7034

25 HOUSE OF PAKISTANI EDUCATIONISTS

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English Language Teachers and Trained Teachers in Pakistan: Ground Realities,

Discernments and Practices

Mehvish Noor

Department of English,

University of Gujrat, Pakistan

Muhammad Shahbaz

Department of English, College of Education,

Majmaah University, Zulfi Campus,

Saudi Arabia.

Abstract: The purpose of this descriptive analysis is to evaluate international profile of

language teachers‟ training programs, their significance, effectiveness and the ground

realities of Pakistan in mentioned areas. The study describes the European standards of

language teachers and their training necessities, the problems that are faced by Pakistani English

Language Learners, the ground realities related to the phenomenon of English Language teaching,

the need for the affective language teachers training and some recommendations and suggestions

in this regard. It is suggested to the concerned authorities to invest sufficient capital to

facilitate the process of teaching and learning English language. It is strongly advised to

take valiant decisions in order to improve the quality of English language teaching and

learning in Pakistan. Sustained teachers‟ training programs are one of the most effective

stratagems in the present scenario because those who dare to teach must never cease

learning.

Keywords: ELT, SLA; Teacher Training; Teacher Autonomy; Complex Dynamic

Systems Theory.



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1. Introduction

English language in Pakistan, since its inception, relishes great eminence in legal,

academic, and official spheres. Standard of Teaching is one of the effective factors of

Learning English. The process of teaching is, basically, contingent on teacher‟s

methodology, strategy, competence and performance. It mostly depends on the language

teacher to aid and guide the learners as well as to expedite the process of learning.

English Language teaching and learning is essential in academia of Pakistan (Nawab,

2012) and a requisite to persevere in global economy (Paik, 2008).

European profile for language teacher education in twenty-first century talks about

the preliminary and on-the-job education of foreign language teachers at all levels. It

provides a “frame of reference” for language teaching policy makers and language

teacher educators in Europe. The report of the study offers about forty different areas of

training that a language teacher needs (Kelly et al, 2004).

When we discuss the shift from structural approach to communicative learning

approach for Second Language Acquisition (SLA), there comes a European perspective

of language teaching. SLA requires more effort on the part of the language teacher as it

involves an intercultural language teaching (Vez, 2008). The increasing significance of

English language as an international “Lingua Franca” has boosted the development of

Second Language Teacher Education (SLTE) in countries like Korea, Vietnam, and

China. Moreover, Central Asia, Central and Eastern European countries are also

included in the list (Wright, 2010).



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Ministry of Education (Policy and Planning wing) Government of Pakistan,

Islamabad (2009) has declared ten Professional Standards for initial preparation of

teachers in Pakistan that are: (1) subject matter knowledge; (2) human growth and

development; (3) knowledge of Islamic ethical values/social life skills; (4) instructional

planning and strategies; (5) assessment, (6) learning environment; (7) effective

communication and proficient use of information; (8) communication technologies,

collaboration and partnerships; (9) continuous professional development and code of

conduct; (10) teaching of English as second/foreign language. In addition, each

professional standard has further three parts. Contrary to this, teachers generally and

language teachers in Pakistan particularly are incapable (Mansoor, 2005) to meet the

standards given by the Ministry of Education, Government of Pakistan. Foreign/ second

language teachers need manifold capabilities for their professional development (Curtain

& Pesola ,1994: 241 cited in Peyton,1997).

The most pondered matter of discussion has been the adeptness of language teachers

in SLA and TEFL (Chan, 2003). The study describes the European standards of language

teachers and their training necessities. In the light, the study highlights the problems that

are faced by Pakistani English Language Learners and the ground realities related to the

phenomenon of English Language teaching (ELT). The need for the affective language

teachers training and some recommendations and suggestions are a significant part of the

discussion.



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2. Review of Literature

Zeegers (2005) rightly says that language actually enables all other erudition and all

learning catastrophe is language catastrophe. The focus of interest lies in ELT with

respect to SLA and TEFL. ELT is the most debatable issue in the education system of

Pakistan since its creation. It offers cogency, according to Mahboob (2003), for

sustaining English at the higher levels of education including system schools, English

medium schools, cadet schools, civil services preparation schools, and schools for

specialized professions such as medical, engineering, law and so forth. As a result, the

ardently contemplated matter has been the teachers‟ expertise in ELT.

If we look at the European countries a great importance is being given to the

language teachers‟ education in order to facilitate learning. The European Union, by the

year 2000, has augmented efforts to develop the process of language learning and

teaching. Vez (2008) points out that the year 2001, “The European year of Languages”

was declared to promote the language teaching and learning at European level.

Alongside the Europe, Williams ( 2005) points out the poor proficiency of Japanese

students‟ in English language learning and manifests different strategies used to improve

the teacher- students‟ performance over the time. All the developed countries pay

attention to improve the quality of language teaching and take radical steps to cope up the

emerging problems. In 1994, the ministry of Education Japan introduced Oral

Communication Course and in the year 2003 an „Action Plan” for the development of

ELT was devised. We desperately feel the need of language teachers‟ training in Pakistan

to improve the language proficiency of the learners. The idea is supported by the efforts



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done in this area almost every part of the non-native English world. Chan (2003) notices

the poor adeptness of language in the secondary school pupils in Hong Kong. This is the

common problem of second/foreign language learners throughout the world and same is

the case in Pakistan. They lack in language proficiency at school level and the deficiency

prolongs throughout their academic career. There is a dire need to take practical steps in

planning and implementing successful teachers‟ training programs.

Pain taking efforts have been taken in South Korea, Japan and Singapore to develop

the language teachers‟ expertise. Almost 35% of the working hours of the teachers are

being spent in the classrooms whereas, the rest of the time, they work collectively and

share their experiences with each other to enhance their capabilities. Similar activities

are being exercised in European countries such as Finland, Belgium, Norway, Denmark,

Switzerland, Italy and Hungary (OECD, 2004). Teachers, in such promising countries,

are considered as “professionals”. If we look at our neighboring Islamic country Iran,

serious efforts have been taken to improve the knack of the learners and teachers‟ training

is considered as the main source of improvement there. The study of Ghaemi and

Kargozari (2011) supports our point of view and concludes that the IELTS trained

teachers improve the quality of language teaching in Iran with their professional

expertise.

However, the situation in Pakistan is unsatisfactory as compared to other developing

countries. The excellence of the teachers, their qualification, above all, their expertise, all

are disappointing (Memon, 2007). A nominal effort has been offered by the private

sector, however, government sector presents a threatening scenario. The statistics show a



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visible discrepancy between the Government investment and the population growth. The

Government contribution is lacking behind as compared to other countries of the region

such as India and Nepal. In fact, the ratio of teachers‟ training programs also varies

among the provinces. The established teachers‟ training programs are also very basic in-

service programs including short courses and refresher courses. The target remains

hopeful as in this way each teacher expectantly can enjoy an in-service training after

every five years. That is, unfortunately, ideal for each teacher because many teachers

remain untrained throughout their service in lieu of insufficient resources (Memon,

2007). The situation worsens considering that fact that language teachers, at par, do not

enjoy any training according to the subject matter. This is the main lacking area

responsible for poor language proficiency of Pakistani learners.

The Asian as well as European countries are striving to improve the teaching

standards of English Language. Such environments suggest and provoke resolute

determination (Wei at el, 2009) to the developing countries like Pakistan. The paper

discusses the language learners and teachers‟ problems and their solution with reference

to the initiatives taken throughout the language learners‟ world.

3. Discussion

Language is undoubtedly the primary source of learning everything. If the

language learning is not accomplished in a satisfactory manner, the rest of the learning

remains imperfect. When we talk of formal learning, the sway of proper teaching seems

the most central. English is mostly accomplished through the formal schooling in



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Pakistan. In order to analyze the condition of English language learning and teaching in

Pakistan we have to discuss some basic issues related to ELT and SLA.

3.1 Teaching and Language Teaching

The concept of teaching contains the entire effort done in a formal way to bring

about a permanent change in the behavior of the learners. It is an umbrella term that

embraces teaching subject-based knowledge whereas language teaching refers to

something different from it (Oláh, 2010). A mere teacher uses the language as a medium

of instruction, however, teaches to the pupils who already know the language to any

extent. On the other hand, the language teacher teaches the subject and the medium

likewise. In other words, second/foreign language teacher teaches the language that is

the subject and the medium itself (Hammadou & Bernhardt, 1987). Both of them cope

with different problems in totally different contexts. The former has to impart the

subject-matter only while the later has to teach the language, preferably, by means of the

same medium. The process and the product of both of the teaching types are different.

The prerequisites for the two different types of teaching need to be different to meet the

requirements of both of the learnings; subject/discipline- based and language learning.

In advanced as well as developing countries, enormous efforts have been done for

the teachers‟ education with respect to their fields. They treat the teachers as highly

professional beings and capitalize a handsome amount of budget in order to provide them

pre-service and in-service training. They are highly paid and privileged people of the

society who pay their candid attention to their profession. In Pakistan, the situation is

quite contrary to it as all the teachers where subject and language teachers are treated



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likewise. Language teachers have to teach English as a compulsory subject to the students

of grade one to ten without any prior and in-service training. As a result, they treat all

learners alike and use almost the same methodology. This “one for all” strategy breeds

enormous problems for both; the teacher as well as the learners. Thus, language teachers

need special training with respect to different learners‟ age.

3.2 Less Investment and Low Literacy Rate

Working education zone is the key to nation‟s success. Unfortunately, Pakistan is

one of the bottommost countries regarding literacy rate among likewise socio-economic

resources held countries. Inadequate investment in education sector is one of the most

devastating factors. It also contains poor supervision and ineffective quality control.

People with simple MA degree are appointed as teachers and no specialized degree is

required to become a government sector teacher. The situation in public sector schools is

worse due to the absence of check and balance. Warsi (2004) interestingly quotes David

Crystal‟s illustration given for the necessity of pedagogic training that for being an

efficacious cardiologist only having a heart is not enough. One needs professional

learning and practice. Ill-equipped language teachers generate inefficient learners who

fail to continue their education in higher levels. Consequently, our literacy rate in higher

education is very low (Memon, 2007). Contrary to that, throughout the world important

initiatives have been taken to improve the literacy and education system. European as

well as Asian countries such as England, Norway, Korea, France, Singapore,

Switzerland, China and Hong Kong prepare master teachers or mentor teachers who

guide and train new teachers (Darling-Hammond et al,2010). The difference between the



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two approaches is clear, so to say, crucial steps should be taken to improve the overall

literacy rate in general and higher education rate in particular in this light.

3.3 Nature of Teaching

Language teaching is the integration of all the language skills. It is not simply the

communication of information and knowledge. The learners need proficiency in

listening, speaking, reading, and writing (Patil, 2008). Throughout the world, ample

efforts have been carried out in order to facilitate learning in all linguistic domains. Each

skill needs careful attention and practice. In Pakistan, English is being taught as a subject

and not as a skill. There is no difference visible in teaching English and geography or

history. However, outside Pakistan the practice is totally different. The developed

countries have a clear-cut planning to facilitate the process of language teaching. Seidel

and Shavelson (2007) study shows satisfactory results of past decade teaching

effectiveness. The study supports domain-specific teaching as the most effective strategy

in America and proposes further improvement. Such promising countries preplan their

teaching strategies according to the subject-matter and execute the practice accordingly.

Nonetheless, they are still in search of finding loopholes and continuously working for

the improvement. In US, for instance, a close eye is kept on the planning and

performance of teaching of other competitive countries like South Korea, Japan,

Belgium, Denmark, Switzerland, Finland, England and Australia. They learn, devise and

amend their policies accordingly to excel and maintain their position.

There is a need to take crucial steps and practical decisions in order to improve

our teaching. A sheer attention needs to be drawn from the grass root level. Some of the



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system schools in private sector in Pakistan are working according to the international

teaching trends. They have introduced Kindergarten system and skill-focused language

teaching. Such systems require qualified and trained teachers who can demonstrate

language skills efficiently. Public sector badly needs exigent planning and productive

teachers‟ training programs. Effective language teaching should be kept on the top

priority list and to move in the right direction on the path of educational development.

3.4 Teaching Methodology

The way teaching process commence is of significance owing to its effectiveness.

The use of effective teaching methodology is the most debatable issue since the spread of

English language and different scholars have presented a number of methodologies.

Grammar translation method is mostly used to teach English in Pakistan (Siddiqui, 2010).

The method has its merits and demerits. Poor proficiency in speaking skill is the major

problematic area of Pakistani language learners. According to Mahboob (2003) fluency

in English language is considered as decipherable to get distinction in academic as well

as professional life. His conclusion supports the our stance that adept teachers are the

most effective solution to the said problem. For methodology, one for all does not suit in

language teaching where different social, cultural, psychological and effective factors

play an important role. Teachers need to be aware of changing trends in language

teaching and new methodologies should be adopted to suit the every changing needs of

learners.

3.5 Language Assessment and Evaluation



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Language teaching needs language assessment and evaluation. In other words,

language assessment requires proficiency test, possibly, in all language domains. It needs

to be the test of the four basic skills; listening, speaking, reading and writing and not the

memory test. In our country, examination system as well as the assessment is totally

based on the test of memorization. The system demands rote learning, memorization and

application of the rules and no attention is given to skill based learning and evaluation

(Akram and Mahmood, 2007). The subject of English is being taught and evaluated as

any other subject. No special attention has been given to these fundamental areas yet.

Public and private sectors, in this regard, are of no exception. Teachers pay their entire

attention to complete the prescribed syllabus with the help of textbooks and ready-made

notes to make their students successful in the examination (Nawab, 2012). Overall

product of such a process comes forth as incompetent professionals. Teachers‟ training

in this regard is essential in order to facilitate the learners and make them well equipped

with language proficiency and skills.

3.6 Curricula and Textbooks

Curricula and textbooks are the primary source of teaching in Pakistan. English

language, as mentioned earlier, has been taught as any other subject according to the

prescribed curricula with the help of textbooks. English textbooks are outdated and

provide no practice and practical knowledge of the language itself rather they only focus

on the structure of language. English textbooks of secondary and high secondary, in

Pakistan, mostly comprise of English literature. The use of literary work in order to teach

English is an arguable issue in educational circles throughout the world. Such literary



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pieces of work have been taught with non-linguistic practices. The focus is given only to

the structural point of views whereas the linguistic and stylistic aspects are often

neglected. The learning is being done through the ready-made notes related to the

description of plot, theme and characterization. Literature needs to be taught at higher

education level (Dubash & Anwar, 2011). However, at early stages of schooling learners

need activity-based learning. Siddiqui (2010) states the importance of interaction in L2

in order to meet the language proficiency prerequisite.

Textbooks, for the said purpose, need to comprise language activities such as role-

play games and situation based conversation. Textbooks of primary and secondary

classes immediately need up- gradation according to the demands of the contemporary

trends (Sahu, 2004). The task can only be achieved if the teachers get training in this

field due to the reason that teachers are the authority to implement the curricula in

classrooms. They are actually the main stakeholders in order to facilitate the process of

learning. What to do and how to do is the final decision taken by the teachers along with

their students. Administration and parents, no doubt, are the stakeholders that influence

the process but still, teachers should have more freedom to prepare advanced material

based on the needs of the learners.

3.7 Ongoing Learning for Teaching

Learning never ceases throughout the life. Language teachers, particularly, need

to refresh their knowledge. Language is always in flux so is the teaching process.

Teachers‟ training programs are regularly held in the developed countries. Dayoub and

Bashirudin (2012) assess in their cross-culture case study (Pakistan and Syria) that the

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teachers need training on regular basis in order to improve their professional skills. In

Syria, Cascade training is encouraged in which the process of teaching and training

proceeds in a continuous manner (Law, 2011). In India, enormous efforts have been

done in language teachers training throughout the country. According to Dixit (2011),

India is following the international trend of a continuous professional development

program for English language teachers. Tunio (2012) conveys the existence of teachers

training programs for English language teachers in Pakistan but finds it unsatisfactory in

order to get the ultimate target. In line with our contention, he argues that effectiveness

of training programs can only be witnessed if they are carried out continuously. In fact,

such programs on regular intervals enhance their effectiveness and provide up-to-date

professional knowledge to the trainees. There is a dire need to initiate ongoing teachers

training programs in order to develop the education system of the country.

3.8 Teachers’ Autonomy

Einstein (2000) says, “Every inspirational and extra-ordinary thing is spawned by

the one who can toil in autonomy”. Teachers‟ autonomy, in recent days, is highly

supported by the scholars round the world (Lamb, 2008). Trebbi‟s (2008) study of eight

European countries is very significant with the perspective of teachers‟ autonomy. They

find it central in order to attain the pedagogic adeptness. Language teachers need to be

independent in taking pedagogic decisions according to the learners. In fact, a language

teacher acts as a syllabus designer, material provider, motivator and initiator in the

classroom. S/he can perform better if s/he enjoys liberty in taking decisions, employing

different strategies and innovating new techniques in order to ease the process of



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learning. Language teachers, sometimes, have to indulge in interaction and some other

time may invoke the learners to communicate. Language teachers cannot deliver lectures

in traditional way rather they become part of the class, offer learners autonomy, place

them on a level of frankness and make them feel relaxed. Only a well-trained teacher can

perform such demanding tasks. Teachers, while attending workshops, seminars, refresh

courses and collaborative practices, learn to cope with different learner types in different

situations. That is to say, language teachers‟ training is essential in order to provide up to

the mark learning facilities to the learners.

3.9 Conglomerated Learning

Language teachers mostly learn through their teaching experience. They are like

action researchers who find out solutions of the problems they face during teaching.

Collaborative learning is another workable strategy adopted by many nations of the

world. In South Korea, common work places and offices facilitate novice teachers where

they share their experiences with veteran teachers (Kang & Hong, 2008). In this way,

apprentice teachers learn to use realia and other teaching aids so as to make their practice

successful. Language immersion program is another effective strategy to benefit the

newcomers. Tedick and Tischer (1996) opine such program for new in-job language

educators of different countries to aid their instructional knowledge. Language teachers

throughout the world have conjoined different professional societies and forums to share

their knowledge (Conway et al, 2009). Such activities serve as additional practice to

expand the professional capabilities. In this way, they come to know the existing job

related tendencies and endow them to use during their practice. Barber and Mourshed



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(2007) state an effective effort exercised in China and Japan that is related to a shared

lesson study. In this practice, groups of few teachers work together and perceive each

other classroom practice. Furthermore, they devise an excellent lesson and utilize it. In

this way, all the loopholes of the lesson are filled with required knowledge.

Pang (2006) reports a similar practice in Hong Kong in which a continuous and

collaborative learning takes place. The lesson study moves in a cyclic manner and brings

about improvement in classroom practice. In Pakistan, there is a lack of such

opportunities for the student teachers. Tunio (2012) reports that there are some teachers

training programs initiated by the Government of Pakistan but still ineffective to meet

their goals. In such programs, student teachers are provided the theoretical knowledge

that is insufficient to match the concurrent trends of language teaching as well as the

existing challenges. There is an emergent need to pledge effective training programs for

the language teachers to enhance their expertise.

Summing up the discussion, it is evident that in Pakistan, literacy and education

departments are least productive and badly need reforms (Memon, 2007). The main

deficiency found in this regard is the poor quality of teachers due to a lack of professional

training. Government of Pakistan (2002) Economic Survey reports the same defective

area along with other related issues such as irrelevant curricula and twofold medium of

instruction and so forth. In the light of this discussion, the authors suggest some

remedies to improve the current condition.



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4. Suggestions and Recommendations

Tagore (1861-1941) very well says about teachers‟ responsibility that a teacher can

never accomplish teaching until he continues life-long learning. He adds that a lamp can

light another lamp only when it continuously burns its blaze. The interesting example

given by O‟Conner and Simic (2002) seems true to our country in which they talk about a

town near a cliff. The dwellers of the town have two options to secure their children

from falling down the cliff. They can fix a railing there or can arrange an ambulance to

aid the children.

The situation in Pakistan is not much different in case of our educational policies

that provide services after getting hurt or, in other words, after being educationally failed.

There is a dire need to revise our policies and implement effective programs in order to

endow development in our country. Memon (2007) rightly says that under developed

countries like Pakistan are poor owing to their meager academic condition. English is a

gateway to success now days and an obligatory subject from first grade. Firstly, there is a

need to teach it as a second language according to the applied linguistic slant (Akram and

Mahmood, 2007). A major change might be seen if it is taught through SLA perspective

and a comprehensive attention might be paid to teaching the four fundamental language

skills. This task can be achieved when our language teachers are capable of using

modern teaching techniques. The teachers should have training and necessary skills to

meet demands of global language.

Language teaching is quite different from mere teaching. In Pakistan, there is no

such distinction between a language teacher and a subject teacher. Language teacher,



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most of the time, are asked to teach any other subject in English medium schools. Such

trends spoil the creativity of the teacher and restrict his performance. Language teacher,

in actual sense, is an artist who enables his learners to speak, listen, read and write in the

language other than their mother tongue. S/he can only perform well if his/her actual

place is recognized and bestowed. Predominantly, language teacher needs to be treated

more than a subject-teacher and requires professional pre-service and in-service training

on a regular basis.

Applied linguistic perspective in language teaching is essential due to the reason that

language teaching requires proficiency in all language domains, namely, listening,

speaking, reading and writing. First, language teachers themselves need proficiency and

ample practice of English language, after that they can be able to teach in a good way.

They need proper pre-service and in-service training to get a knowhow of the task.

Knowledge of modern language teaching methodologies, particular practice to improve

certain skill and strategies to tackle with individual differences among the learners are

some of the skills that need special pedagogic training on the part of language teachers.

We strongly recommend that experienced teachers need to assign the teaching task to the

beginners and the newly appointed teachers need to assist their senior and trained

teachers. In this way, novices may get professional training automatically while assisting

the veterans.

Grammar translation method is mostly used system of English language teaching in

Pakistan. The method has its shortcomings as well as benefits. Our graduates, due to this

method, pass out from the educational institutions with poor language proficiency.



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Beside the fact that they have been taught English since first grade, still they remain

unable to communicate in English fluently.

The most modern techniques are suggested to introduce to the language teachers in

order to overcome this shortcoming. Complex adaptive system is recently introduced in

applied linguistic circles in order to teach language (Larsen-Freeman and Cameron,

2008). Some of the researchers have applied this method to language classroom and have

found it effective. Pakistan is far behind in academic and literary domains among the

developing countries of the world. This is the best time to follow the most modern trends

in order to elevate ourselves regarding said domains.

Being a developing country Pakistan enjoys less financial resources, however, we

argue that our education department may invest its budget to train mentor teachers

according to Complex Adaptive System (CAS), which takes language as a complex

system. It studies and teaches language as a complete whole, quite contrary to

reductionist theory through which language is taught via its parts. CAS suits our

environment as well as our demands as it deals with multiple or collective aspects

(variables) of language and encompasses variation (individual differences and multiple

intelligence) in language as well as users. It deals with the learners at individual level

that is effective with respect to Pakistani learners who come from different linguistic,

social and economic backgrounds. CAS incorporates distinctive features of all the

previous theories (behaviorism, innatism, interactionism etc.) and presents language as a

combination of form-meaning-use. It is also offered to teach non-native varieties of

English through lingua franca approach (Shahbaz and Liu, 2011).



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Evaluation and assessment is another important part of teaching. This area also

needs improvement at urgent basis. Text based examination system and assessment of

memorization is the major reason of incomplete language learning. It is advocated that

English assessment should be kept aside from other subjects‟ evaluation. It needs to be

skill based. A general language proficiency test should include the test of all the four

skills.

Textbooks and curricula, in Pakistan, also need to be reviewed. Instead of classical

language there is a need to publish English textbooks based on today‟s language. The

text should be contextualized in order to internalize the given concepts. When the

learners will find the material contextually localized based on present day‟s English, they

will feel it as their own language. In this way, there will be no issue of cultural and

linguistic imperialism while learning a foreign language. Language curriculum should be

revised according to the present day needs. Traditional product-oriented syllabi need to

be replaced with process-oriented syllabi in order to accomplish the ultimate goal of

language learning. Language teachers need training for the fulfillment of the said tasks

because the teacher in a classroom actually decides and knows what to teach and how to

teach to the particular learners of the class (Behlol & Anwar, 2011).

Learning for teaching is a demanding task in itself. Language teachers, especially,

need training on regular basis to rejuvenate their professional skills. It is essential due to

the reason that by the passage of time, language learners, learning goals, and language

itself go through a process of change. In response to globalization, nations need to learn

the global languages such as English and, in present scenario, Chinese to get material



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resources. Only competent and well-trained teachers with refreshing their knowledge can

perform accordingly. That is to say, only constant and long-term training is the best

solution to the effective English Language teaching challenge in Pakistan.

The above mentioned training programs need to be supported by the teacher

autonomy. Language teacher should be provided a free hand to his/her decision while

teaching. Language teaching is an artistic job which demands creativity and liberty on

the part of the teacher. In Pakistan, teachers are less paid and enjoy no autonomy. They

are insisted to complete the prescribed syllabus within the given time by the high ups.

They are bound to work within the traditional sphere ignoring all other details. In such

situation a teacher cannot manage to provide activity-based learning and cannot handle a

crowded class in short time. Teachers‟ training seems essential in order to cope with

such difficulties.

Keeping in view the ground realities of Pakistan the teachers need to go for self-

directed learning. According to Marsick (2001), life experiences provide informal

learning that directs the person towards self-improvement. Shared workplaces and

collaborative teaching practice are worthwhile strategies for language teachers.

To offer final words, it is strongly advised to take valiant decisions in order to

improve the quality of English language learning in Pakistan. Sustained teachers training

programs are one of the most effective stratagems in the present scenario because those

who dare to teach must never cease learning.



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6. References

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Language in India, 7:12, 1-7.

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Behlol, M. G., & Anwar, M. (2011). Comparative Analyses of the Teaching Methods and

Evaluation Practices in English Subject at Secondary School Certificate and General

Certificate of Education in Pakistan. International Education Studies, 4:1, 202-211.

Chan, V. (2003). Autonomous Language Learning: The Teachers‟ perspectives. Teaching

In Higher Education. 8(1). 33-54.

Conway, P.F., Murphy, R., Rath, A., & Hall, K. (2009). Learning to Teach and its

Implications for the Continuum of Teacher Education: A Nine-Country Cross-National

Study. Report Commissioned by the Teaching Council. University College Cork and

Teaching Council of Ireland.

Curtain, H.,& Pesola, C. (1994). Languages and children: Making the match. Foreign

language instruction for an early start, grades K–8 (2nd ed.). White Plains, NY:

Longman.

Darling-Hammond, L. Wei, R. C., & Andree, A. (2010). How High Achieving Countries

Develop Great Teachers. Stanford Center for Opportunity Policy in Education ~

Research Brief.



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