8English Language Teachers

HOPE JOURNAL OF RESEARCH
Volume: 3 Issue: 1 ISSN (P): 2313-8122
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HOUSE OF PAKISTANI EDUCATIONISTS
www.hopejor.com
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
Akram, A.,& Mahmood, A. (2007). The Status and Teaching of English in Pakistan.
Language in India, 7:12, 1-7.
Barber, M., & Mourshed, M. (2007). How the World's Best-performing School Systems
come Out on Top. Report on the International Education. London: McKinsey and
Company.
Behlol, M. G., & Anwar, M. (2011). Comparative Analyses of the Teaching Methods and
Evaluation Practices in English Subject at Secondary School Certificate and General
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