RETHINKING PEDAGOGY FOR ENGLISH TEACHER EDUCATORS IN PAKISTAN

Abstract

The linguistic milieu of Pakistan, a multilingual country, is largely dominated by English language, making it one of the most cherished languages to learn for students at all levels of education. Developing sustainable quality in English language education has become a
widely acknowledged issue at the national and global level whose quality is directly linked with teacher education and training programs offered at different levels. The current English language teacher education programs offered across Pakistan are highly criticized for multiple reasons which include lack of policy for teacher education, outdated and obsolete teacher education courses, unsatisfactory in-service teacher education programs, and dearth of competent and experienced teacher educators. Being a synchronic study of existing pedagogical structure for English language educators in Pakistan with the help of Situational Analysis, this research explores the factors responsible that are interlinked but are rather subtle and philosophical in nature including the beliefs and perspectives of teachers, their educational qualifications and the nature of content to be taught. The study has important pedagogical implications for educators of English Language teachers and offers recommendations for policy-makers.