It's my first research presentation.

1. s
Language Teaching Practice in
Government And Private
Schools of Sanghar
RESEARCHER
Pawan Lal
Shaheed Benazir Bhutto
University, Sanghar Campus.
2nd National Research Students’ Conference
on Language and Literature 2019 (2nd NRSCL
2019)

2. Content
Introduction
Problem Statement
Aim and Objectives
Research Questions
Literature Review
Research Methodology
Findings
Discussion
Conclusion
References

3. 1. Introduction
• The importance and need of English language in this age of
globalization cannot be denied.
• Learning English as a second language is an important requirement
of the day to survive in the global community and international
economy.
• The demand for English as a second language has increased (Paik,
2008). it is also observed that having strong English background
always not only supports the candidates for entry into the higher
education institutions but also assists them to have better jobs
opportunities as well.

4. Problem statement
• In Pakistan, English language is taught as a compulsory subject at
all levels of education. In elite schools, the entire education is in
English language, but in non-elite schools, students’ exposure to
English language is limited However, as per available record, no
study has been conducted on teaching English language practices
Government and Private schools of Sanghar.

5. Aim
• The aim of the study is to identify about language teaching
practices in Government and Private schools of Sanghar.
Objectives
• To explore the language teaching practices in Government and
Private schools of Sanghar.
• To explore the factors that effect on Language teaching practices in
Government and private schools of Sanghar.

6. Research Questions
• Qno:1 What sort of language teaching practices are used in
Government and Private schools of Sanghar?
• Qno:02 What are the factors that effect on Language teaching
practices in Government and Private schools of Sanghar

7. Literature review
Authors and years Topic Result
Ather Khan, at al. 2014 Comparison of Performance Appraisal
System in Public and Private Schools
Performance appraisal system in private
schools is more effective than that of
government schools but classroom
environment of government schools is
better than private schools.
Prof Dr Abdul Ghafoor Awan, 2015 Comparative Analysis of Public and
Private Educational Institutions: A case
study of District Vehari-Pakistan.
Private schools are becoming more
favorite and attractive for majority of
the students due to their better
education systems, test criteria and
knowledge creation vis-a-vis public
schools, which comparatively very
cheap but inefficient are losing their
attraction.
Gholami, at al. 2016 An Exploration of Teaching Practices of
Private, Public, and Public-Private EFL
Teachers in Iran
High school teachers had a higher
mean than their public private
counterparts.

8. Research Methodology
Research designs Quantitative
Instruments Class observations
Participants N=100 Students of OPF public school
Sanghar, Junior Cambridge school
Sanghar ,Foji Foundation school Sanghar,
Elite government high schools of Distt
Sanghar.
Data analysis SPSS 20,version

9. Findings
• The findings of this study revealed that the use of Grammar
Teaching Method (GTM) aids is more frequent in public school.
• The attitude of teachers with students in Private schools of Sanghar
is better than Government school teachers.
• This study recommends that teachers of English language must be
trained accordingly prior to embarking on the language teaching
profession.

10. Discussion
• Practice is the best way to learn any language because skills are
involved in the acquisition of any language and skills never
develop without practice.
• Teachers of English language should arrange interesting activities
that could expose skills of learners.
• In the teaching and learning of English language, students have to
involve in practical activities and if they would be engaged in
interesting activities and material so they could be motivated in
learning a English language.
• It is unfortunate that during this study no such activity and
practices were observed in order to develop language skills of
students in classroom practices.
• The role of the teacher was not more than ‘to transfer information’
and students were passive listeners.

11. Conclusion
• The current approaches of teachers, to develop English language
skills of students, are not satisfactory.
• However, the teacher is not as one and only responsible stakeholder
for mal-practices but various factors are involved in the existing
poor system.
• Pre-service teacher education programs and teacher training are not
integrated to introduce strategies and techniques that might be
useful in teaching four skills of English language.

12. References
• Ali, S., Ahmad, N., Manzoor, N., & Naseer, S. (2014). Students Perceptions about
Teaching English as Compulsory Subject at Secondary Level in Punjab, Pakistan.
Bulletin of Business and Economics (BBE), 3(1), 21-33.
• Kiggundu E 2007. Teaching practice in the Greater Vaal Triangle Area: The student
teachers experience. Journal of College Teaching and Learning, 4:25-35.
• Lave J& Wenger E 1991. Situated learning. New York: Cambridge University Manion L,
Keith RB, Morrison K & Cohen L 2003. A guide to teaching practice.
• Watkins, P. (2007). Learning to teach English: A practical introduction for new
teachers. New Delhi: Viva Books Private Limited.
• Jimenez, R. T., & Rose, B. C. (2010). Knowing how to know: Building meaningful
relationships through instruction that meets the needs of students learning English.
Journal of Teacher Education, 61(5), 403-412.
• Kumaravadivelu, B. (2012). Language teacher education for a global society: A
modular model for knowing, analyzing, recognizing, doing, and seeing. New York:
Routledge/Taylor and Francis.