This book presents empirical research on teaching, learning and assessment, and teacher development practices in Pakistan. Despite extensive academic research conducted in Pakistan over the last decade, there is a dearth of internationally published literature on English language teaching in the country. This book covers current research priorities and initiatives concerning English language teaching, learning and assessment, empirical developments, and major professional development initiatives, both in Pakistan and involving the work of Pakistani scholars based in abroad. It highlights the impacts that development efforts are having in the ELT world in Pakistan. The respective chapters cover a diverse range of topics, including: continuous professional development (CPD), identity construction, English language policy, curriculum development, and innovative ELT approaches and methodologies used in Pakistan. This volume provides valuable insights for TESOL and applied linguisticsscholars and practitioners working in the field of ELT, both in Pakistan and elsewhere in the globalized world.
Table des matières
Teacher Development through Outreach Programmes.- ELT, Teacher Education, and the EMI context in Pakistan .- Foreign Professional Development Programmes in Pakistan.- Identity Construction among Tertiary Teachers in Pakistan.- Non-Native Teacher Identity in Saudi Universities.- English in Pakistani Universities: An Analysis of Linguistic Features.- Pakistan’s English in Education Policy: A Study of Drawbacks.- Issues and Challenges in Legitimizing Localized English: A Critical Reappraisal of Native Speakerism in Pakistan.- English Language Curriculum Development in Pakistani Universities.- The Reality of Change: Teachers’ Perceptions about Curriculum Reform in Pakistan.- ESL Writing Courses: Perspectives of Pakistani Graduates at a University in the United States.- The Impact of Written Corrective Feedback on Second Language Composition in English. Prepositional Errors among Undergraduate ESL Learners in Pakistan.- Using Portfolios to Formatively Assess the Writing Skills of Undergraduate ESL/EFL Students.- English Language Learning Strategies in Higher Secondary Education.- Mediated Learning in an Exam-oriented Environment.- Improving ELT through Process Enneagram – A Design Research Project.- EFL Teaching and CALL in Higher Education in Pakistan.- The Eclectic Approach in Teaching English for Communication.- Language Pedagogy: An Evaluation of Oral Communication Skills Materials in Secondary School ELT Books in Pakistan.
A propos de l’auteur
Naziha Ali Raza (Ed D TESOL, University of Exeter) is a freelance instructional designer associated with the General Civil Aviation Authority in Dubai, UAE. She has previously worked at the Emirates Aviation College in Dubai for 13 years as a Learning & Development Specialist in the Corporate English Language Skills Department. Naziha has also worked in Pakistan as the Director of Faculty Development at institutions such Lahore University of Management Sciences (School of Education) and The City School Network, Lahore. Her contributions include teacher development in areas such as pedagogy, research, English language skills, academic writing, programme evaluation and training policy development. She actively volunteers in teachers’ associations such as TESOL International, IATEFL and TESOL Gulf. Her current areas of interest include teacher professionalism, continuous professional development and evaluation. Naziha is the co-editor of this volume along with Christine Coombe.
Christine Coombe has a Ph.D. in Foreign/Second Language Education from The Ohio State University. She is currently Associate Professor of General Studies at Dubai Men’s College, Former Testing and Measurements Supervisor at UAE University, and Assessment Coordinator at Zayed University. She is Co-author of A Practical Guide to Assessing English Language Learners (2007, University of Michigan Press) and Co-editor of Assessment Practices (2003, TESOL Publications); Evaluating Teacher Effectiveness in EF/SL Contexts (2007, UMP); Language Teacher Research in the Middle East (2007, TESOL Publications); Leadership in English Language Teaching and Learning (2008, UMP); Applications of Task-based Learning in TESOL (2010, TESOL Publications); The Cambridge Guide to Second Language Assessment (2012, Cambridge University Press); Reigniting, Retooling and Retiring in English Language Teaching (2012, University of Michigan Press); The Cambridge Guide to Research in Language Teaching and Learning (Cambridge University Press, 2015); and Volume 8 of the TESOL Encyclopedia of ELT (Wiley-Blackwell, 2018). Her forthcoming books are on innovation in the MENA, international perspectives on language teaching associations and professionalism in education.
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