<>stream this discussion is that English language teaching is frequently unsuccessful, that it does not help children in their educational careers and that it may actually be counterproductive. q /XC3 10 Tf This ofï¬cial rhetoric, of providing âequalâ opportunities for learning of English as a potential tool to level, differences among the social classes, without a study of current pro, teachersâ ability to teach English effectively, does not match the o, education policy in Pakistan. The data of this research were 0 0 0 RG 1 0 0 1 -340.05 26 Tm 0 0 0 rg departments in public sector institutions of higher education. endobj New Delhi: NCER, postcolonial world. 0 0 0 rg q 0 Tr 1 w Free online resources are user-friendly technologies which have become available through the Internet in recent years and gaining popularity during Covid-19. endobj ET and Development, Hanoi, Vietnam, October 13-15 1999, 3-22. 36 0 obj<>/Rotate 0>> 1 w ET The socio-economic proï¬le of teachers and learners in both the general and the, professional universities is largely similar, formal qualiï¬cations or training in English language teaching. endstream endstream He is a Trustee of the Language and De, The United Kingdomâs international organisation. Second, the ï¬ndings of a nationwide study of the, universities in Pakistan are reported so as to initiate discussion on the adequacy, or otherwise of provisions for the teaching-learning of English in Pakistan; Marshâs, (2005) framework of âdriversâ and âenablersâ is used for this purpose. âEnglish is the, passport to success and upward social mobilityâ and âEnglish is the key to national, of ofï¬cial planning and policy meetings; more importantly, these clichÃ©s r, perception of many people â both rich and poor â in discussing future life chances, To begin with, it is important to clarify what is meant by âdevelopmentâ and what ar. The learners also had constructive attitudes towards free online resources. 1 w 1 0 0 1 229.1 26 Tm /XC5 10 Tf /XC1 10 Tf 1 w /XC0 10 Tf K, for Educational Development, Aga Khan University. BT International, Ethnographic Means Analysis. (2003). 1 w BT It is not surprising, then, that ther, general sense of dissatisfaction with the current level of English pr, Teachersâ and learners assessment of the curr, language courses highly in terms of meeting their future needs. 0 Tr As long as English remains the dominant language of pow, a gate-keeper to higher level jobs and a âwindow to the w, of the usefulness of imparting education to their children in the mother tongue. Developing English in development contexts, Achieving quality in education for all, irrespective of the medium of education, Balancing language needs and provision for the teaching-learning of English and, Combating linguistically deï¬ned social stratiï¬cation and. 0 Tr The first part describes the context in which English language teaching and learning take place in Pakistan, including the demographic, education, language and language in education contexts. sustained? ( Akram & Mehmood 4)Tj Is English here to stay? endobj 1 0 0 1 -340.05 26 Tm q q The results of the study that the primary school teachers were able to use English as Medium of Instruction. The Relationship of Socioeconomic Status and Length/Medium of English Instruction with Individual Differences and English Proficiency in Pakistan. and J.Z.Spade (eds. This raises an important question: Is the current provision for the teaching-learning, of English adequate to meet this growing demand for English in education in, learning of English in higher education in Pakistan, for individual and national development. Kinds of Relationship exist between language and de obligations and teachers themselves teacher development,. And pedagogy are part and parcel of each other as well as the teaching of English as. Language centers in Indonesia, Nasti M. Reksodiputro and Djasminar Tasman 5 high levels of proï¬ciency r, conclusion. 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