The document summarizes research on the attitudes of madrassa teachers in Mardan, Pakistan toward teaching and learning English. It finds that most teachers have a positive evaluation and view of English and see its value. While some see it as un-Islamic, most recognize its importance for interacting in the global community and presenting Islam abroad. The research concludes that madrassa teachers want to learn English to better preach and teach Islam internationally. It recommends further research on madrassa students' attitudes toward learning English.

1. The Status of English Language
Learning in Madrassas at District
Mardan
Dr Karim Dad
Ms Syeda Tehseen Zahra
Muhammad Saleem

2. Introduction
 Education is a learning process of helping new generations to gain the
necessary information and horizon, and to develop their personality while
preparing themselves to be a part of community life (Oguzkan, 1974).
 It is important to learn foreign language to be a part of community life in
the globalizing world (Arslan, 2015)

3. Introduction
 Both globalization and the continuation of colonial language policies by the
governments of Pakistan have increased the pressure of English on all other
languages (Tariq, 2003)
 Attitude Measurement
 Semantic Differential
 Status of English Language (no longer official language of Pakistan)

4.  To explore the perception of madrassas’ teacher regarding
the learning of English language.
 To analyse the attitudes of madrassas’ teachers towards
English language.
Objectives

5. Osgood's Semantic Differential (1957)
 By Osgood, Suci and Tannenbaum
 Presented in their book ‘The Measurement of Meaning'
 The semantic differential technique reveals information on
three basic dimensions of attitudes
Theoretical Framework

6. Theoretical Framework
 Evaluation is concerned with whether a person thinks positively or negatively
about the attitude topic (e.g. dirty – clean, and ugly - beautiful).
 Potency is concerned with how powerful the topic is for the person (e.g. cruel
– kind, and strong - weak).
 Activity is concerned with whether the topic is seen as active or passive (e.g.
active – passive)

7. Methodology
 Data collection Questionnaires-Unstructured
 Convenient Sampling
 Participants- 50
 5 Questionnaires distributed in each madrassa

8. List of Madrassas
 Darul Uloom Hanfia Malakand Road Jalala Pul Mardan
 Miftahul Uloom Hashnagharo Killi Sher Garh
 Madrassa Anwarul Quran, Sarwar Abad
 Islamia Jawahirul Quran Takkar Road Takht Bhai
 Madrasa Noorul Huda Wal Quran Nawan Killi
 Madrasa Jamia Uloomul Quran Wal Sunnat Moh: Piran
 Darul Uloom Islamia Anwarul Uloom Nazim Abad Nali Par Hoti Mardan
 Jamia Haqul Quran Sector G Sheih Maltoon Mardan
 Idiara Hifzul Quran-o-Tajweed Ghaznawi Colony, Mardan
 Madrassa Azahri Shahbaz Garhi.

9. Analyses
Analyses made on three levels as below:
 Evaluation
Example:
‘Da English ba sang zda ko’
‘English zuban da wakht taqaza da’
 Potency
Example: Islam ta pa English zda kwalo ki gunah nashta
 Activity
Example:
Dunyawi ilam da akhirat ilam sara zarori dai aw da dunywi ilam dapara English
zuban pakar dai

10. Discussion
 The integrated system of education has raised the level of madrassa
teachers towards learning of English language.
 Terrorism was a time of exposure to different communities.

11. Findings
 Evaluation, thirty five madrassa teachers showed positive attitude
towards English language learning while fifteen madrassa
teachers showed negative attitude towards English language
learning.
 Potency, thirty madrassa teachers showed kind attitude while rest
showed unkind attitude.
 Activity, forty madrassa teachers showed that English language
learning is an active part of learning while the rest showed to be
the passive part of learning

12. Conclusion
 The madrassa teachers want to learn English language, as it is an
international language.
 They are practicing to learn it in order to preach and present Islam
on different platforms.
 The learning of English language is favoured as per the madrassa
teacher discourse.

13. Recommendation
Further Research;
 On the attitude of madrassa students regarding English language
learning.

14. References
 Ciabuca, A. (2015). The development of a Semantic Differential Scale for
assessing the perceived image of citizens about Romanian Police Forces.
Procedia-Social and Behavioral Sciences, 187, 28-33.
 Kesgin, N., & Arslan, M. (2015). Attitudes of Students towards the English
Language in High Schools. ANTHROPOLOGIST, 20(1-2), 297-305.
 Klement, M., Chráska, M., & Chrásková, M. (2015). The use of the semantic
differential method in identifying the opininons of university students on education
realized through e-learning. Procedia-Social and Behavioral Sciences, 186, 1214-
1223.
 Nashruddin, W. (2015). Teaching English as A Foreign Language at Madrasah
Ibtidaiyyah: Facts and Challenges. Dinamika Ilmu: Jurnal Pendidikan, 15(1), 67-
84.
 Strungă, A. C. (2014). Osgood’s Semantic Differential: a Review of Romanian
Social Sciences Literature. Social sciences and education research review, 2.

15. Thank you 

16. Question-Answer Session