Multilingualism and English learning in Pakistan

Khan, Imdad Ullah; Buckingham, Louisa; East, Martin

doi:10.4324/9781003158660-6

Cited by 3 publications

(3 citation statements)

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“…The above analysis indicates the necessity of conducting extensive research into ELT practice in Pakistan in order to determine the extent of ICC integration in English language classes and the instructors' familiarity with ICC. One of the primary problems with ELT in Pakistan is that the majority of teachers and evaluation processes are aimed to assist the students to grasp the linguistic system, even if there are teaching methodologies available to teach English communicatively (Khan et al, 2022;Manan & David, 2014). English is typically taught as grammatical knowledge with little to no use of genuine learning resources to encourage classroom participation.…”

Section: Discussionmentioning

confidence: 99%

Analyzing the Models of Intercultural Communicative Competence (ICC) and Constructivist EFL Pedagogy: A Review Study

Khan,

Ahmed,

Saeed

2023

JCCT

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In recent years, the importance of developing intercultural communicative competence (ICC) has gained significant traction. Since language teachers are expected to play a crucial role in helping students to develop their ICC, this review article aims to analyze the research available about this construct to understand its implications for teaching English as a Foreign Language (EFL) in academic settings. It begins by examining the current understanding of ICC and its importance in language learning. It then looks at how an ICC-based curriculum can be paired with a constructivist pedagogical approach to create a learning environment that promotes the exploration, experience, and comprehension of intercultural communication opportunities and challenges. Finally, it concludes with a discussion of the potential implications of incorporating ICC into English language instruction in Pakistan and other similar EFL contexts. This includes its impact on teacher education as well as its wider social implications for promoting interculturality in EFL learning environments.

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Section: Discussionmentioning

confidence: 99%

Analyzing the Models of Intercultural Communicative Competence (ICC) and Constructivist EFL Pedagogy: A Review Study

Khan,

Ahmed,

Saeed

2023

JCCT

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“… Project-based learning  Community-centered language acquisition  21st-century skills These courses are unique due to their emphasis on native language instruction. Since the majority of Pakistanis speak more than one language, they need bilingual education and strong connections to the social reality of multilingualism (Khan et al, 2022). Therefore, the courses are based on valuing local forms of knowledge construction and the multilingual repertoire of the students.…”

Section: Educational Research and Innovation (Eri)mentioning

confidence: 99%

Unpacking the 4C's: Evaluating the Integration of 21st Century Skills in Pakistan's New Undergraduate Curriculum

Imdad Ullah Khan,

Saad Salman,

Raheela Naz

2023

ERI

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This article presents a critical review of the recent undergraduate curriculum reform in higher education in Pakistan, focusing specifically on the integration of 21st-century skills into the new curriculum. This initiative emphasizes the 4C skills—critical thinking, creativity, communication, and collaboration—as central to the revamped courses. The article explores the effectiveness and potential impact of incorporating these 21st-century skills into the curriculum, as well as the challenges that may arise during their practical, on-the-ground implementation. Diverging significantly from Pakistan's traditional English as a Foreign Language teaching model, which is largely based on the grammar translation method within a teacher-centric, delivery-based classroom, the new courses adopt a Project-Based Learning (PBL) approach. This approach aims to prepare students for effective participation in today's world by engaging them in authentic language use and project-based activities. The review examines the integration of the 4C skills into the curriculum and compares this with global contexts reported in current research literature to identify common difficulties. Overall, this review contributes to the critical research literature on educational reform in language education at the tertiary level, providing insights into the potential benefits and significant challenges of implementing a curriculum that includes the 4C skills.

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“…This understanding of LPs is conducive to analyzing the effects that planning for one language has on other languages, as well as the effects on sociolinguistic groups associated with these languages. It follows that in multilingual societies, the roles assigned to different languages in social, educational, institutional, and other domains are ultimately reflected in the power structures operating among various groups in that particular social setting (Khan et al, 2022). Kymlicka (1989) argued that since nation-states function within a given sociolinguistic environment, they cannot adopt a position of neutrality concerning language and culture, as some believe that they can concerning religious diversity.…”

Section: Introductionmentioning

confidence: 99%

Monoglot Ideologies in Multilingual Ecologies: Case Study of Language-in-Education Policies in India and Indonesia

Khan

Akbar

Bibi

2023

UER

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The creation of language policies is a socially embedded process that affects the socioeconomic well-being of those who live in a given language ecosystem. Unrealistic presumptions about a nation’s linguistic landscape on the part of its government run the risk of perpetuating an unequal social climate in which some demographic groups are given more possibilities for social mobility, while others are pushed into a marginalized position of powerlessness. In multilingual societies, the power structures that exist mirror the roles that various languages are given in social, educational, and other domains. The current study examines the ecology/practice of language in multilingual Indian and Indonesian contexts and strives to determine if it receives adequate reflection in the language policies (LPs) of both nations. To comprehend how multilingual social practice is managed and planned through official policy framing, it construes these situations as case studies. In social contexts where societal multilingualism is the norm, the current study takes a critically reflexive approach toward the formulation and application of policy. To determine whether there is a correlation between contentious LPs in multilingual situations and social justice, in terms of equal access to high-quality education, it links top-down government language management with local linguistic realities. Moreover, it draws its own conclusions regarding the implications of policy analysis for fair language management in multilingual contexts and teachers’ participation in policy implementation as part of their regular professional activities.

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Multilingualism and English learning in Pakistan

Cited by 3 publications

References 0 publications

Analyzing the Models of Intercultural Communicative Competence (ICC) and Constructivist EFL Pedagogy: A Review Study

Analyzing the Models of Intercultural Communicative Competence (ICC) and Constructivist EFL Pedagogy: A Review Study

Unpacking the 4C's: Evaluating the Integration of 21st Century Skills in Pakistan's New Undergraduate Curriculum

Monoglot Ideologies in Multilingual Ecologies: Case Study of Language-in-Education Policies in India and Indonesia

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