1) Rural English teachers in Pakistan primarily use translation and exam preparation techniques rather than engaging students in activities to develop language skills like speaking, listening, reading and writing. 2) Classroom observations and teacher interviews revealed that teachers are not properly trained, have large class sizes, and focus on textbooks rather than lesson planning or developing language skills. 3) The examination system which only tests translation and grammar was identified as a major barrier preventing teachers from using more effective techniques to help students gain real proficiency in English.

1. IS IT THE WAY TO TEACH LANGUAGE
THE WAY WE TEACH LANGUAGE?
ENGLISH LANGUSAGE TEACHING IN
RURAL PAKISTAN.
Author: Ali Nawab
Aga khan University,
Institute for Educational Development,
Professional Development Center Chitral, PAKISTAN
Presented by:
• Mahrukh Noor
• Yashpal Advani
• Syed Jamal Shah
• Santosh Kumar
Submited to: Ma’am Beenish Chaudhry

2. INRTODUCTION
PURPOSE OF RESEARCH
• Exploring the instructional techniques of English
teachers at secondary level
• To understand approach towards teaching of English
• The extent they expose learners to various learning skills
of English language

3. SUMMARY OF RESEARCH
• Rural context reveals, graduates of
schools have hardly any command on the
language skills
• Learners could gain command over it
through English language skills

4. LITERATURE REVIEW
•To make learning much effective
clear about long term and specific goals as
well as specific teaching aims
James
•4 LANGUAGE SKILLS ARE IMPORTANT
• LISTENING deep knowledge of sound system of
language Shahid
•SPEAKING requires
correct use of vocabulary,
ability to recall words,
fluency in producing rhythm,
stress and intonations.
Over coming to all these ,difficult for both
Brown&Yule

5. LITERATURE REVIEW
READING is significant too
as it provides the ability to
interpret and understand the contents of any reading
materials. Dr. West
WRITING is translating thoughts into wordings.

6. Research Method
• Quantitative
Classroom Observation
• Qualitative
Interviews from teachers

7. PROBLEM/HYPOTESI
S
• The teachers and the way they teach and facilitate
students all basic development skills of English
language is not proper and much appropriate at
secondary level.

8. Method
• 25 out of 100 schools
Number of schools
75 Schools
25 Schools

9. Method
• Personally Observed classes.

10. Method
• Interviewed teachers
• Observation checklist

11. Findings
• Class Activity
Reading the text and translating and no habit of speaking activity

12. Daily Lesson Preparation
• Not familiar to lesson planning
• Faces work load because of absent teacher
• Even more workload because on an average teacher is taking 5.5
periods per day
• Not professionally trained
• There no any proof of proper teacher planning

13. The Factors Determining The Specific
Approach To Teaching
• Rarely involves learner in development skills
• Using translation method keeping in view the exam system
• Even same is the reason for teaching grammar in this way to prepare
students for the exams

14. Discussion
• Teaching English enable students to listen, speak, read and write but
the best way is to engage students in activates.
• Specking skill is neglected.

15. Discussion Cont.
• No proper writing skills are taught.
• Any language can best be learnt through
practice.
• Children are motivated in learning
activities and teacher support (Nikolov,
1999).

16. Discussion
• The major hindrance is latest techniques in the examination system.
• If teacher teaches beyond the the text to make student learn language
skill, he or she cannot get reward for them in the exam.

17. Conclusion
• Yes! This research found out the
flaws.
• The existing approaches are not
satisfactory.
• Pre-service teacher training
should integrate such context
which enhances language skills

18. Conclusion Cont.
• Revise Text books
• A book with language activities will be
helpful
• Examination should be redesign

19. Thank You!