ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

(Early Childhood Education & Elementary Teacher Education Department)

Course: Teaching of English (6493) Semester: Spring, 2024

Level: B. Ed (3 Credit hours)

Note: Attempt all Questions. All Questions Carry Equal Marks.

Q. 1 Give your views about English as Second Language in Pakistan.

English as a Second Language (ESL) in Pakistan plays a significant role in education, professional
development, and societal interaction. Since Pakistan’s independence, English has held a unique position as an
official language alongside Urdu, and it is commonly used in government, legal, and educational institutions.
Here are a few key points to consider regarding ESL in Pakistan:

1. Educational Significance

English is a mandatory subject in Pakistani schools, from primary through tertiary levels, and proficiency in
English is often viewed as a marker of academic success. Many universities and higher education institutions in
Pakistan use English as the primary medium of instruction, particularly in fields like science, medicine, and
technology.

However, the quality of English language education varies widely across regions and types of schools. Private
schools generally have a better reputation for teaching English, while public schools, especially in rural areas,
may struggle due to a lack of resources, qualified teachers, and a standardized curriculum.

2. Professional Importance

English is essential for career advancement in Pakistan. Proficiency in English opens up job opportunities both
within the country and internationally. It is often required for higher-level positions in corporate environments,
government, and international organizations. Many job applications require candidates to demonstrate a certain
level of English proficiency, which can include English-language tests.

3. Societal Perception and Challenges

English is often associated with prestige and higher social status in Pakistan. This has led to a divide between
those who have access to quality English education and those who do not. This language barrier can lead to social
inequality, as individuals with limited English proficiency may face restrictions in career advancement and access
to opportunities.

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On the other hand, some argue that the emphasis on English comes at the expense of local languages, contributing
to a decline in the use and value of regional languages. There is an ongoing debate about how to balance the
importance of English with the need to preserve and promote native languages and cultures.

4. Cultural Impact

The influence of English in Pakistan extends to media, entertainment, and technology, as a vast amount of global
content is available primarily in English. This influences youth culture, language preferences, and even daily
communication in urban areas, where code-switching between English and Urdu is common.

5. Policy and Language Planning

The government has taken steps to improve English language instruction, such as teacher training programs and
curriculum reforms. However, these efforts are often hampered by budget constraints, lack of resources, and
inconsistencies in implementation.

In summary, while English serves as a bridge to global opportunities and knowledge, its prominence also presents
challenges related to social equality and cultural preservation in Pakistan. Balancing English with native
languages and ensuring equitable access to quality English education are crucial for fostering a more inclusive
and culturally rich society.

Q. 2 Write a detailed ESSAY on mother tongue learning process.

English as a Second Language (ESL) in Pakistan plays a significant role in education, professional
development, and societal interaction. Since Pakistan’s independence, English has held a unique position as an
official language alongside Urdu, and it is commonly used in government, legal, and educational institutions.
Here are a few key points to consider regarding ESL in Pakistan:

1. Educational Significance

English is a mandatory subject in Pakistani schools, from primary through tertiary levels, and proficiency in
English is often viewed as a marker of academic success. Many universities and higher education institutions in
Pakistan use English as the primary medium of instruction, particularly in fields like science, medicine, and
technology.

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However, the quality of English language education varies widely across regions and types of schools. Private
schools generally have a better reputation for teaching English, while public schools, especially in rural areas,
may struggle due to a lack of resources, qualified teachers, and a standardized curriculum.

2. Professional Importance

English is essential for career advancement in Pakistan. Proficiency in English opens up job opportunities both
within the country and internationally. It is often required for higher-level positions in corporate environments,
government, and international organizations. Many job applications require candidates to demonstrate a certain
level of English proficiency, which can include English-language tests.

3. Societal Perception and Challenges

English is often associated with prestige and higher social status in Pakistan. This has led to a divide between
those who have access to quality English education and those who do not. This language barrier can lead to social
inequality, as individuals with limited English proficiency may face restrictions in career advancement and access
to opportunities.

On the other hand, some argue that the emphasis on English comes at the expense of local languages, contributing
to a decline in the use and value of regional languages. There is an ongoing debate about how to balance the
importance of English with the need to preserve and promote native languages and cultures.

4. Cultural Impact

The influence of English in Pakistan extends to media, entertainment, and technology, as a vast amount of global
content is available primarily in English. This influences youth culture, language preferences, and even daily
communication in urban areas, where code-switching between English and Urdu is common.

5. Policy and Language Planning

The government has taken steps to improve English language instruction, such as teacher training programs and
curriculum reforms. However, these efforts are often hampered by budget constraints, lack of resources, and
inconsistencies in implementation.

In summary, while English serves as a bridge to global opportunities and knowledge, its prominence also presents
challenges related to social equality and cultural preservation in Pakistan. Balancing English with native

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languages and ensuring equitable access to quality English education are crucial for fostering a more inclusive
and culturally rich society.

Q. 3 How do the approach, method and strategy are different from one another?

In educational contexts, "approach," "method," and "strategy" are often used to describe different aspects of
teaching and learning processes. While they are related, each term has a specific meaning that reflects its role in
the instructional framework. Here's a breakdown of the differences:

1. Approach

 Definition: An approach refers to the overarching philosophy or theory behind teaching and learning. It
represents the general belief about how language should be learned and taught.
 Scope: Broad and theoretical. An approach provides the foundational principles and serves as the starting
point for developing specific methods and strategies.
 Characteristics:
o It addresses questions like why we teach a language in a certain way and what we believe about
language learning.
o Approaches are not prescriptive; rather, they guide teachers in selecting appropriate methods and
strategies that align with their beliefs.
o Examples of language teaching approaches include the Communicative Approach, which
emphasizes interaction and real-life communication, and the Structural Approach, which focuses
on teaching language as a set of grammatical structures.

2. Method

 Definition: A method is a systematic plan for presenting language based on a specific approach. It
includes the procedures, techniques, and materials used to teach language skills.
 Scope: More specific than an approach. A method translates the theoretical aspects of an approach into
practical applications that can be consistently followed in the classroom.
 Characteristics:
o It provides detailed guidelines on how to teach, often dictating specific techniques for teaching
vocabulary, grammar, pronunciation, etc.
o A method is typically characterized by a fixed set of practices and materials, making it more
prescriptive than an approach.

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 o Examples of language teaching methods include the Direct Method, which focuses on immersion
and natural language acquisition, and the Grammar-Translation Method, which emphasizes
learning through translation and grammar rules.

3. Strategy

 Definition: A strategy refers to specific actions or techniques that teachers or students employ to achieve
particular learning objectives within the context of a method.
 Scope: Narrow and practical. A strategy is a specific tool or technique used to accomplish a short-term
goal or to address specific challenges during instruction.
 Characteristics:
o It is adaptable and flexible, allowing teachers to tailor it to different classroom situations,
students, and language skills.
o Strategies are often chosen and adjusted based on the immediate needs of the learners and the
context, making them the most adaptable component of the three.
o Examples of teaching strategies include role-playing to enhance speaking skills, using flashcards
for vocabulary acquisition, and mind mapping for organizing ideas in writing.

How They Work Together

 Approach provides the underlying theory and perspective on language teaching and learning.
 Method operationalizes the approach by offering a structured plan that includes specific techniques and
materials.
 Strategy is the specific tool or tactic used within the method to address specific learning objectives or
challenges.

For example, if a teacher’s approach is Communicative Language Teaching, they might adopt the Task-Based
Learning Method as their method, which focuses on completing meaningful tasks in English. To support
vocabulary acquisition within this method, the teacher might use pair work as a strategy to facilitate active use of
language between students.

In summary, an approach is a broad, theoretical perspective on language teaching; a method is a structured plan
that reflects this perspective; and a strategy is a specific, practical technique used to implement the method.
Together, they form a cohesive framework that guides language instruction.

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Q. 4 Give detailed account of Direct Method in English Language.

The Direct Method, also known as the Natural Method, is an approach to language teaching that emerged in the
late 19th and early 20th centuries. This method emphasizes direct engagement with the target language, aiming to
replicate the way individuals learn their first language naturally. Here is a detailed account of the Direct Method
in English language teaching, covering its key principles, techniques, advantages, and disadvantages.

Key Principles of the Direct Method

1. Exclusive Use of the Target Language:

o In the Direct Method, the target language (in this case, English) is the only language used in the
classroom. Translation is avoided, and students are encouraged to think in English rather than
translating from their native language.
2. Emphasis on Speaking and Listening:
o The primary focus is on developing oral communication skills. Students are actively engaged in
listening and speaking exercises, with reading and writing introduced later in the learning process.
3. Vocabulary Taught Through Objects, Actions, and Context:
o Vocabulary is taught using real objects, pictures, gestures, and actions. Teachers introduce new
words in context and provide ample visual or situational cues to convey meaning without
translation.
4. Grammar Taught Inductively:
o Grammar is not taught explicitly but is learned indirectly through context and examples. Students
infer grammatical rules by observing patterns in the language rather than through formal
instruction.
5. Question-Answer Format:
o Much of the teaching involves asking students questions to stimulate conversation. This format
allows students to practice forming sentences and responding in English, enhancing their fluency
and comprehension.
6. Everyday Language and Real-Life Contexts:
o The method focuses on teaching vocabulary and expressions commonly used in everyday
situations, making the learning experience more practical and relevant for students.

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Techniques Used in the Direct Method

 Demonstration and Modeling: Teachers often demonstrate vocabulary and concepts using real-life objects,
actions, or pictures, encouraging students to observe and replicate.
 Question and Answer Sessions: Teachers pose questions that students must answer in full sentences, which
helps in reinforcing vocabulary and sentence structure.
 Role-Playing and Simulations: Students practice language skills by engaging in role-plays that simulate
real-life situations, such as ordering food at a restaurant or asking for directions.
 Reading Aloud and Repetition: Reading aloud, followed by repetition, is commonly used to improve
pronunciation and intonation. This also helps in familiarizing students with the sounds and rhythms of the
language.
 Dictation: Teachers dictate sentences, which students write down, helping to reinforce listening,
comprehension, and spelling skills.

Advantages of the Direct Method

1. Improves Oral Proficiency:

o Since it emphasizes speaking and listening, students develop strong verbal communication skills
and gain confidence in using English in real-life situations.
2. Immersive Learning Experience:
o The exclusive use of English helps students become immersed in the language, encouraging them to
think in English and become more fluent.
3. Focus on Practical Language Skills:
o By emphasizing everyday vocabulary and expressions, the Direct Method prepares students to
communicate effectively in real-life contexts.
4. Enhanced Listening and Pronunciation:
o Regular exposure to spoken English helps students improve their listening skills and develop more
accurate pronunciation and intonation.

Disadvantages of the Direct Method

1. Limited Grammar Instruction:

o The lack of explicit grammar teaching can lead to gaps in students’ understanding of grammatical
structures, particularly for those who benefit from a more analytical approach to language
learning.

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 2. Not Suitable for All Levels:
o The method can be challenging for beginners who may struggle to understand the target language
without any translation or support in their native language.
3. Teacher Dependency and Training:
o The Direct Method requires skilled teachers who can effectively model language and provide
sufficient context. It may not be as effective if teachers lack experience or are not proficient in the
language.
4. Vocabulary Limitations:
o Teaching vocabulary solely through objects and context can limit students’ exposure to more
abstract concepts, which are harder to convey without translation.
5. Time-Consuming:
o Because the method relies on students gradually inferring grammar and vocabulary, it can be
slower compared to methods that provide direct explanations and rules.

Implementation and Effectiveness

The Direct Method has proven to be highly effective in developing spoken language skills and building a natural
fluency, especially when used in immersive environments. However, it often needs to be supplemented with other
methods to provide a well-rounded language education, particularly when it comes to grammar and writing skills.

In modern language teaching, the Direct Method is rarely used exclusively but is often integrated into a broader
communicative approach. This allows students to benefit from the immersive, practical advantages of the Direct
Method while also receiving explicit grammar instruction and practice in other language skills.

Q. 5 English classroom is based on Cramming in Pakistan. If yes, how? If NO, why?

The assertion that English classrooms in Pakistan are based on cramming can be partially accurate, depending on
various factors like the type of institution, the region, and the teaching methods employed. Cramming in education
refers to the practice of memorizing information without understanding or internalizing it, often in preparation for
exams. Here’s an analysis of why cramming may be prevalent in English classrooms in Pakistan, as well as
reasons why it might not be universally true.

Why English Classrooms in Pakistan May Be Based on Cramming

1. Exam-Oriented System:

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 o The Pakistani education system places significant emphasis on exam results, which heavily
influence students’ academic progression and future opportunities. This leads many teachers and
students to prioritize rote memorization over genuine language comprehension.
o English exams often require students to reproduce specific answers, like summaries, paraphrased
passages, or grammatical rules, encouraging them to memorize content instead of understanding or
applying it.
2. Focus on Grammar-Translation Method:
o Many English classrooms in Pakistan still rely on the Grammar-Translation Method, which
emphasizes the memorization of grammar rules, vocabulary lists, and translation exercises.
o This method supports cramming because it reduces language learning to a series of isolated facts
and rules, rather than fostering skills like speaking, listening, and writing in authentic contexts.
3. Lack of Trained Language Teachers:
o In many parts of Pakistan, particularly in rural areas, English teachers may lack formal
training in modern language teaching methodologies. Consequently, they might revert to traditional,
teacher-centered techniques that focus on rote learning and cramming.
o Limited exposure to innovative pedagogical practices results in classrooms where students are
encouraged to memorize set answers rather than engage in activities that would build critical
thinking or communication skills.
4. Large Class Sizes and Limited Resources:
o In public schools and some private institutions, large class sizes make it difficult to adopt
interactive and communicative teaching methods. Teachers may resort to lectures and rote
memorization techniques to maintain control over the class.
o Lack of resources, such as audio-visual aids and supplementary materials, can restrict the variety
of teaching methods, often leaving cramming as the most feasible option.
5. Cultural Emphasis on Memorization:
o In many cases, students and parents equate success with high grades and strong memorization
skills. This cultural emphasis reinforces cramming, as it is viewed as a reliable way to secure high
marks, especially in subjects perceived as challenging like English.

Why English Classrooms in Pakistan May Not Be Based Solely on Cramming

1. Emergence of Communicative Language Teaching:

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 o There is a gradual shift towards communicative language teaching in urban areas and private
institutions, which emphasizes interaction, speaking, and listening skills. This approach reduces
the reliance on cramming by focusing on real-life language use and comprehension.
o Schools that follow Cambridge or other international curricula often prioritize communicative
competence, project-based learning, and critical thinking, moving away from rote memorization.
2. Teacher Training Programs and Workshops:
o Various NGOs and government initiatives are now providing teacher training programs aimed at
introducing more effective teaching methodologies. Trained teachers are more likely to incorporate
diverse instructional techniques, such as role-playing, group discussions, and problem-solving
activities.
o These professional development opportunities help teachers move beyond cramming by introducing
techniques that encourage students to understand and apply language concepts.
3. Use of Technology and Digital Resources:
o With increasing access to technology, English classrooms are beginning to integrate digital
resources like online videos, language apps, and multimedia tools that promote interactive learning.
This approach makes lessons more engaging and less reliant on rote memorization.
o Schools that incorporate digital tools often encourage students to practice English in ways that
involve listening, speaking, and contextual understanding rather than just memorizing information.
4. Awareness of Language Skills:
o There is growing awareness among educators and parents about the importance of language skills
for future career prospects. This has led some schools to adopt learner-centered approaches, where
the focus is on helping students develop practical language skills instead of just passing exams.
o In these environments, emphasis is placed on activities like debates, presentations, and
collaborative projects, which are designed to enhance students' language skills and critical thinking
abilities.

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Conclusion

While it is true that many English classrooms in Pakistan rely on cramming due to factors like exam orientation,
the Grammar-Translation Method, and resource constraints, there is also a gradual shift towards more interactive
and communicative teaching methods in certain schools, especially in urban areas and private institutions. The

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extent of cramming in English classrooms varies significantly depending on the institution and the teacher’s
approach to language education.

Ultimately, efforts to reduce cramming in English classrooms should focus on reforming exam structures,
investing in teacher training, and providing schools with the resources needed to adopt more communicative and
student-centered methodologies. This approach will help create a learning environment that encourages
understanding and practical language use, rather than relying solely on rote memorization.

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