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Year 2018, , 18 - 23, 01.01.2018
https://doi.org/10.24289/ijsser.338946

Abstract

References

  • Brock-Utne, B., Desai, Z. and Qonno, M. (eds). 2003. Language of Instruction in Tanzania and South Africa. Dar es Salaam: E. and D. Ltd. Coleman, H. 2010a. The English Language in Development. London: British Council. Available online at www.teachingenglish.org.uk/transform/books. Coleman, H. 2010b. Teaching and Learning in Pakistan: The Role of Language in Education. Islamabad: British Council. Haque, R. 1983. The position and status of English in Pakistan. World Language English 2(1). NCERT (National Centre for Educational Research and Training). 2005. Position paper by national focus group on Indian language. New Delhi: NCERT. Rahman, T. 1999. Language, Education and Culture. Karachi: Oxford University Press. Rahman, T. 2002. Language, Ideology and Power. Karachi: Oxford University Press. Rassool, N. and Mansoor, S. 2009. Contemporary issues in language, education and development in Pakistan. In N.Rasool (ed.), Global Issues in Language, Education and Development: Perspectives from Post-colonial Countrie, 218-244. New Delhi: Orient Longman. Roy-Campbell, Z.N. 1998. Language as the repository of knowledge and culture: Deconstructing myths about African languages. Paper presented to the Comparative and International Education Society (CIES) annual meeting, Buffalo, New York, 18-22 March. Segota, J. 2001. Board of Directors reaffirms position on language rights. TESOL Matters 6 February. Shamim, F. 2008. Trends, issues and challenges in English language education in Pakistan. Asia Pacific Journal of Education 28(3), 235-249. UNESCO (United Nations Educational, Scientific and Cultural Organisation). 2003. Education in a multilingual world. Education Sector Position Paper. Paris: UNESCO.

Low and high English Language proficiency of the learners in Pakistan: A comparative study of two different education systems

Year 2018, , 18 - 23, 01.01.2018
https://doi.org/10.24289/ijsser.338946

Abstract

Two
types of imparting education are in vogue in Pakistan. First, the system that
imparts education to more than 90% of the students (Studying through the
syllabus and method of Pakistani system) and second is the one that is
imparting education to only 10% of the students (Studying through the syllabus
and method of Cambridge education system) in Pakistan. The methodologies of
teaching English and its syllabus are quite different from each other. The
researcher (Teacher of English for Pakistani as well Cambridge system) observed
a marginal difference in the level of English language proficiency of the
learners studying under these two systems of education. The learners of Cambridge
system are found highly equipped with the knowledge of English language but the
learners of Pakistani system are lagging behind in the knowledge of English
language although students of both the systems are being taught by the
Pakistani teachers. Observing this fact, the researcher has focused to conduct
research to point out the salient features of these two systems describing the
reasons of high proficiency of English language by the learners of Cambridge
system and low proficiency by the learners of Pakistani system. This study has
been conducted by taking interview of the two students selected one from each
system of education. The interview is analyzed critically and lot of attention,
reaching at the conclusion that the syllabus, knowledge of teacher and
methodologies adopted by the instructors play a vital role in gaining high
proficiency of English language by the learners studying through Cambridge
system of education. 

References

  • Brock-Utne, B., Desai, Z. and Qonno, M. (eds). 2003. Language of Instruction in Tanzania and South Africa. Dar es Salaam: E. and D. Ltd. Coleman, H. 2010a. The English Language in Development. London: British Council. Available online at www.teachingenglish.org.uk/transform/books. Coleman, H. 2010b. Teaching and Learning in Pakistan: The Role of Language in Education. Islamabad: British Council. Haque, R. 1983. The position and status of English in Pakistan. World Language English 2(1). NCERT (National Centre for Educational Research and Training). 2005. Position paper by national focus group on Indian language. New Delhi: NCERT. Rahman, T. 1999. Language, Education and Culture. Karachi: Oxford University Press. Rahman, T. 2002. Language, Ideology and Power. Karachi: Oxford University Press. Rassool, N. and Mansoor, S. 2009. Contemporary issues in language, education and development in Pakistan. In N.Rasool (ed.), Global Issues in Language, Education and Development: Perspectives from Post-colonial Countrie, 218-244. New Delhi: Orient Longman. Roy-Campbell, Z.N. 1998. Language as the repository of knowledge and culture: Deconstructing myths about African languages. Paper presented to the Comparative and International Education Society (CIES) annual meeting, Buffalo, New York, 18-22 March. Segota, J. 2001. Board of Directors reaffirms position on language rights. TESOL Matters 6 February. Shamim, F. 2008. Trends, issues and challenges in English language education in Pakistan. Asia Pacific Journal of Education 28(3), 235-249. UNESCO (United Nations Educational, Scientific and Cultural Organisation). 2003. Education in a multilingual world. Education Sector Position Paper. Paris: UNESCO.
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Details

Journal Section Makaleler
Authors

Zohaib Zahid

Mamuna Ghani This is me

Ghulam Mujtaba Yasir This is me

Publication Date January 1, 2018
Published in Issue Year 2018

Cite

APA Zahid, Z., Ghani, M., & Yasir, G. M. (2018). Low and high English Language proficiency of the learners in Pakistan: A comparative study of two different education systems. International Journal of Social Sciences and Education Research, 4(1), 18-23. https://doi.org/10.24289/ijsser.338946
AMA Zahid Z, Ghani M, Yasir GM. Low and high English Language proficiency of the learners in Pakistan: A comparative study of two different education systems. International Journal of Social Sciences and Education Research. January 2018;4(1):18-23. doi:10.24289/ijsser.338946
Chicago Zahid, Zohaib, Mamuna Ghani, and Ghulam Mujtaba Yasir. “Low and High English Language Proficiency of the Learners in Pakistan: A Comparative Study of Two Different Education Systems”. International Journal of Social Sciences and Education Research 4, no. 1 (January 2018): 18-23. https://doi.org/10.24289/ijsser.338946.
EndNote Zahid Z, Ghani M, Yasir GM (January 1, 2018) Low and high English Language proficiency of the learners in Pakistan: A comparative study of two different education systems. International Journal of Social Sciences and Education Research 4 1 18–23.
IEEE Z. Zahid, M. Ghani, and G. M. Yasir, “Low and high English Language proficiency of the learners in Pakistan: A comparative study of two different education systems”, International Journal of Social Sciences and Education Research, vol. 4, no. 1, pp. 18–23, 2018, doi: 10.24289/ijsser.338946.
ISNAD Zahid, Zohaib et al. “Low and High English Language Proficiency of the Learners in Pakistan: A Comparative Study of Two Different Education Systems”. International Journal of Social Sciences and Education Research 4/1 (January 2018), 18-23. https://doi.org/10.24289/ijsser.338946.
JAMA Zahid Z, Ghani M, Yasir GM. Low and high English Language proficiency of the learners in Pakistan: A comparative study of two different education systems. International Journal of Social Sciences and Education Research. 2018;4:18–23.
MLA Zahid, Zohaib et al. “Low and High English Language Proficiency of the Learners in Pakistan: A Comparative Study of Two Different Education Systems”. International Journal of Social Sciences and Education Research, vol. 4, no. 1, 2018, pp. 18-23, doi:10.24289/ijsser.338946.
Vancouver Zahid Z, Ghani M, Yasir GM. Low and high English Language proficiency of the learners in Pakistan: A comparative study of two different education systems. International Journal of Social Sciences and Education Research. 2018;4(1):18-23.

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