Teaching Practices of English Language in The Schools of Lasbela District, Pakistan

Noor Mohammad, Rubina Masum, Zahid Ali, Khuda Baksh


DOI: http://dx.doi.org/10.22555/ijelcs.v2i2.1942

Abstract


This study critically analyses the teaching practices of English language in the context of Lasbela district, the southern district of Balochistan, a province of Pakistan. The survey method was applied to collect data through classroom observation, Checklist and interview protocol from randomly selected secondary public schools in Lasbela district were applied. The research demonstrated that Translation Method of Teaching was adopted instead of Direct Method of Teaching. It also revealed that the manner of teaching the English Language was similar to the teaching of other subjects, such as Pakistan Studies, General Science. This teaching approach is teacher-centred and students are not provided with the opportunity of developing language skills through practice in classrooms. This research also identif ies that the factors responsible for this approach of teaching the English language are lack of capacity building programs/courses for language teachers, overcrowded classrooms, teachers’ workload, poor infrastructure, examination system and ineff icient monitoring mechanism. This study recommends that teachers of English language must be trained accordingly prior to embarking on the language teaching profession.

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