Rethinking the English Language Pedagogy: A Qualitative Inquiry of Pakistani Secondary School English Teachers’ Perceptions about Practices and Classroom Realities
Abstract
The English language is gaining global significance due to its rapid growth in all fields. Learning and teaching English have become crucial for both academic and personal growth. Considering the importance of teaching and learning English, this study focuses on the perceptions of secondary school teachers who teach English as a second language at Private Pakistani schools. Twelve teachers from diverse academic backgrounds and with varied experiences were the sample for this study. This qualitative research employed a semi-structured questionnaire to collect data and thematic analyses for data analyses. Major findings of this research revolved around two themes: the practices of teaching English as a second language and the challenges faced by ESL teachers while teaching Pakistani students at the secondary level. The findings of this study suggest developing critical thinking in students through interesting texts, class interactions, brainstorming, and documentary programs. Moreover, practice exercises can be beneficial for students while teaching English. However, lack of vocabulary, the lack of interest, diverse backgrounds of students, large classrooms, and unavailability of audio-visual aids are some of the obstacles faced by the teachers in ESL classrooms.