Sie sind auf Seite 1von 4

Available online at www.sciencedirect.

com

Procedia Social and Behavioral Sciences 15 (2011) 18971900

WCES-2011

Significance of language policy awareness in English language


teaching
Ayaz Ahmad a *, Sarfraz Khan b
a

Abdul Wali Khan University, Department of English, Mardan 23200 Pakistan


b
Area Study Centre (Central Asia), University of Peshawar, Pakistan

Abstract
Language policy awareness in language teachers training is essential for achieving learning objectives in a formal setup.
Awareness of language policy is generally ignored in English language teachers training and curriculum development in
Pakistan. This creates gaps in integrating language teaching as an aligned component of education. A study intended to explore
the significance of language policy awareness in English Language Teaching (ELT) was conducted in Mardan, Pakistan, 45
trainee teachers and 25 in-service teachers of ELT of two postgraduate departments, participated. The study found out that ELT
failed in achieving the broader educational aims because teachers lacked awareness about language policy. Further,
accommodating language policy in the teachers training and curriculum development will help in improving ELT.
2011 Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
Keywords: Language Policy; English Language Teaching; Language teacher training; curriculum development; ELT;

1. Introduction
Language policy plays a profound influence on instruction of languages in school (Olson, 2007). Language
teaching is shifting to a more learner centred communicative approach (Pica, 2000). The National Education Policy
(NEP), National Curriculum Document (NCD) and Language Policy (LP) express the national direction set for
languages and their roles in education and national life. In Pakistan NCD and NEP serve as primary sources of
information about LP in education. Awareness of education policy and language policy helps teachers in
accommodating broader context in their classroom practices. Knowledge of LP in its broader sense influences
teachers performance, as the decisions to teach a certain accent, vocabulary and spelling are directly determined by
the status planning in language policy formation (Bionco, 2010). Cooper proposes (as cited in Wiley, 2009, 109)
language acquisition planning is planned intervention in language teaching methodology. This study explored recent
developments in research in second language teaching, highlighting the importance of language policy and planning
in ELT.

* Ayaz Ahmad. Tel.: +92-334-8432207


E-mail address: ayazmardan@gmail.com.

18770428 2011 Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
doi:10.1016/j.sbspro.2011.04.023

1898

Ayaz Ahmad and Sarfraz Khan / Procedia Social and Behavioral Sciences 15 (2011) 18971900

2. Literature Review
Language policy is a product that determines language related rights, functions and access (Phillipson &
Skutnabb-Kangas, 1996). The design of curriculum significantly lacked clearly stated objectives (Warsi, 2004).
Other researchers too conclude that the curricula in Pakistan lack direction. Currently English language teaching, in
Pakistan, serves the interest of elite. The non-elite schools are not at par with the elitist schools (Rahman, 1997).
Instead of focusing at educational goals, textbooks of English are developed mainly to indoctrinate extremist
ideology in the minds of young learners (Nayyar & Salim, 2003). In Pakistan teachers do not keep abreast of the
latest developments in the field of language pedagogy (Warsi, 2004). Ministry of Education (2009), envisaged a
more dynamic and central role for English language in the system of education in Pakistan. English was declared
compulsory language right from the first year of school (Ministry of Education, 2009). Many official documents
state Language Policy (LP), one of these has been National Curriculum Document (NCD). Besides proficiency in
English language the goal it sets has been appreciation of local culture in learners (NCD, 2002). The efforts to
improve English language teaching through the latest language policy found warm reception amongst educationists
(Awan, 2010).
3. Methodology
Responses from the population of trainee-teachers, in-service teachers and heads of English departments were
collected to determine the degree of awareness of LP amongst English language teaching community. A sample of
45 trainee teachers and 25 in-service teachers from two postgraduate departments of English language were chosen
for this purpose. Separate questionnaires were used to record responses of trainee teachers, in-service teachers and
heads of departments. Averages and frequency distribution helped in deriving inferences, from the data collected.
Archival resources in the federal ministry of education, government of Pakistan along semi-structured interviews
with some of the teachers and heads of departments were used to disambiguate and validate the analyses of data.

3.1. Hypotheses
Data were collected and analysed to test the following hypotheses:
x As part of professional development of English language teachers, LP awareness becomes significant.
x Language teachers lack knowledge about NEP, LP
x Language teachers desire language policy to be part of their training for their professional development

4. Findings and Discussions


Analysis of the responses of trainee and in-service teachers revealed that they support the educational policy
which utilizes English language teaching to achieve the national aspirations. For this aim English language has been
seen as a means (Ministry of Eucation, 2009). English language teaching significantly improves if teacher has
knowledge of NEP & LP. The hypothetical position of the study was confirmed as majority of the teachers were
found lacking fundamental knowledge of NEP and LP in Pakistan.
4.1. Trainee Teachers
Responses of 45 trainee teachers were organized into three thematic areas. Questions were organized around the
theme of language policy of Pakistan; views about integration of ELT in the streamline of national education;
knowledge and awareness of the utility of NEP and role of LP in teachers professional development.
91 % trainee teachers were with a background of English Literature. Only 15% had certificate level professional
experience. None had studied NEP or LP of Pakistan as a course, however, 17% had knowledge owing to private
inclination or interest. 65% trainee teachers favoured accommodating the national educational aims and language

Ayaz Ahmad and Sarfraz Khan / Procedia Social and Behavioral Sciences 15 (2011) 18971900

1899

policy in their course(s) of English language teaching. 4.4%% trainee teachers claimed thorough knowledge of LP
and NEP of Pakistan.
Significant majority (68%) believed knowledge of language policy helps in the professional development of
English language teaching. 51% trainee teachers agreed to the statement about knowledge of NEP and LP helping in
bringing harmony in a multilingual classroom and 33% remained neutral.
Table 1. Point of view about the role of NEC & LP knowledge in professional improvement
Frequency

Percent

Valid Percent

Cumulative Percent

strongly agree

17.8

17.8

17.8

Agree

23

51.1

51.1

68.9

Neutral

6.7

6.7

75.6

Disagree

17.8

17.8

93.3

strongly disagree

6.7

6.7

100.0

Total

45

100.0

100.0

4.2. In-service teachers


Like trainee teachers, questionnaire of in-service teachers was organized around the themes of NEP and LP
contents and knowledge; views about the role of NEP and LP knowledge in professional development of English
language teachers and; relation of ELT practices to the national development goals.
Compare to trainee teachers, 20% in-service teachers had completed B.Ed along their MA (English literature).
40% in-service had been acquainted with LP and NEP through their personal interest. Only 6% in-service teachers
had thorough knowledge of NEP and LP.
Significant majority (72%) of in-service teachers considered NEP, NCD and LP playing a positive role in the
professional development of English language teachers. 68% in-service teachers considered such knowledge helpful
in bringing harmony in a multilingual classroom.
Table 2. Point of view about the role of NEP, NCD and LP knowledge in professional improvement English
language teachers
Frequency

Percent

Valid Percent

Cumulative Percent

strongly agree

32.0

32.0

32.0

Agree

10

40.0

40.0

72.0

Neutral

8.0

8.0

80.0

disagree

16.0

16.0

96.0

strongly disagree

4.0

4.0

100.0

Total

25

100.0

100.0

Most of the trainee teachers and in-service teachers were professionally ill-prepared to deal with problems of
managing languages in schools. Some teachers improved their knowledge through their private efforts. As wareness
of local culture plays significant role in the improvement of English language teaching (Fanson & Holliday, 2009)
therefore, majority of teachers welcomed the idea of including contents of NEP and LP in teacher training program.

1900

Ayaz Ahmad and Sarfraz Khan / Procedia Social and Behavioral Sciences 15 (2011) 18971900

Ayaz Ahmad / Procedia Social and Behavioral Sciences 00 (2011) 000000

5. Conclusion
English language teaching reforms and increasing emphasis would remain useless until teachers who ar
part of its success are prepared for their more meaningful and effective role by acquainting them with n
policy about languages. Following are some of proposals for improving ELT.
1. Inclusion of at least one course on LP in English language teacher training programs
2. Arrangement special training courses, seminars and workshops on NEP and LP
3. Inclusion of English language teachers opinion and recommendations in the formation of national educ
policy and language policy through regional and national forums especially constituted for this purposes
References
Alton-Lee, A. (2006). How teaching influences learning: implication for educational researchers, teachers, teacher educators and policy
Teaching and Teacher Education. 22, 612-626
Awan, Z.A. (2010). Bathey Zubano Ki (Talking about languages). Daily Aaj, Peshawar. December 19, 2010.
Barkhuizen, G.P.(2002). Language-in-education policy: students perceptions of the status and role of
Xhosa and English. System
499-515
Bionco, L.J. (2010). Language policy and planning. In Hornberger, N.H., & Mackay, S.L.(Eds). Sociolinguistics and language ed
Ontario, Canada: Multilingual Matters.
Brown, H. D. ( 2000 4th ed).Principles of language learning and teaching. Cambridge, UK: CUP
Christopher, A.J. (2004).Linguistic segregation in urban South Africa, 1996. Geoform. 35, 145-156
Fanson, C.,& Holliday, A.(2009).Social and cultural perspective. In Burns A., Richards J. C(Eds).Cambridge guide to second language
education. Cambridge, UK: CUP.
Holliday, A. (1997). The politics of participation in international English language education. System. 25(3), 409-423
Luk, J.C.M. & Wong, M.H. (2010). Sociocultural perspectives on teacher language awareness in form-focused EFL class instruction. Lin
and Education. 21, 29-43
Ministry of Education.(2002).National Curriculum Document Class K-X. Ministry of Education, National Bureau of Curriculum, Govern
Pakistan, Islamabad
__________________.(2009).National Education Policy: 1998-2010. Retrieved from < http://www.moe.gov.pk/ >
Nayyar, A. H. & Salim, A., eds. (2003) The subtle subversion: The state of curricula and textbooks in Pakistan Urdu, English, Social Stu
Civics. Islamabad, Pakistan: Sustainable Development Policy Institute
Olson, K. (2007). Lost opportunities to learn: The effect of education policy on primary language instruction for English learners. Lingui
Education. 18, 121-141
Palfreman, D. (2006), Social Context and resources for language learning. System. 24, 352-370
Phillipson, R., & Skutnabb-Kangas. S. (1996). English Only Worldwide or Language Ecology? TESOL Quarterly. Vol. 30, No. 3, pp. 429
Pica, T. (2000). Tradition and transition in language teaching methodology. System. 28, 1-8
Rahman, Tariq.(1998 Ed). Language and Politics in Pakistan. Karachi, Pakistan:OUP.
Richards, J. C. & Rodgers, S. T.(2001). Approaches and Methods in Language Teaching. London, UK:CUP
Warsi, J.(2004). Conditions under which English is taught in Pakistan: An applied linguistic perspective. USA: Sarid- Journal.
Web, V. (1999). Multilingualism in democratic South Africa: the over estimation of language policy. International Journal of E
Development. 30, 351-366
Westbrook, J., Shah, N., Durrani, N., Tikly, C., Khan, W., Dunne, M. (2009). Becoming a teacher: Transition from training to the class
the NWFP, Pakistan. International Journal of Educational Development. 29, 437-444
Wiley, G.T. (2009). Language planning and policy. In Mackay, S.L., & Hornberger, N.H (Eds). Sociolinguistics and language t
Cambridge, UK: Cambridge University Press

Das könnte Ihnen auch gefallen