English Language teaching in Pakistan: problems and challenges

Language teaching and learning has gained more heed in the recent years,
especially the practice of English language. Being a global language, English has
received more attention compared to other languages. It is said to be the first global
Lingua Franca and is used in international trade, diplomacy, mass entertainment
and scientific publications (Rao, 2019). The supremacy of English language is also
seen in Pakistan; where it holds the position of an official language. Despite being
a vital language in Pakistan, English language teaching and learning is paired with
many problems such as lack of facilities, use of wrong methodologies, less number
of skilled teachers, lack of interest and many others. This paper discusses the
obstacles faced in Pakistan while teaching and learning the English language, and
how certain solutions can be extracted to create much better possibilities for the
future.

The very first and vibrant problem regarding the practice of English language in
Pakistan can be linked to the resistance most people and pupils show in the process
of learning this language. They consider it an alien language, and pay less attention
to learning or understanding it. This behavior then leads to demotivation in most
learners. Research results show that motivation is one of the basic factors in an
individual’s success at acquiring a second or foreign language (Tran, 2007). This
ignorance can be lessened if the government of Pakistan spends more budgets on
organizing awareness sessions regarding the importance of English language for
the nation; however, this initiative may be effective at some level.

The second and very vital problem to be highlighted is the use of old
methodologies by different educational institutes while teaching the English
language. Most teachers in Pakistan rely on the Grammar Translation method to
teach English language. They translate the words into their native language,
followed by explanation of the rules of grammar that should be properly followed.
This method has been very popular since decades but it has its drawbacks as well.
Memushaj & Sogutlu (2019) argued that Grammar translation method gives the
students a wide range of vocabulary, but unfortunately, the speaking performance
of the pupils is not improved. Some instructors may go for the direct method where
translation holds no place and everything is demonstrated with the help of gestures
and English words. This method improves the communication skills of the pupils,
but creates a sense of ambiguity; not everything can be translated. One possible
solution to this problem could be the filtration of diverse teaching methodologies
and relying on the ones with better outcomes for both the teachers and students.

The third obstacle in this process pairs with the qualification of the teachers.
Majority of the language teachers are not well trained and qualified to teach the
English language properly. The reason behind this could be the minimal interest of
the government of Pakistan in the education system, especially the sector of
language teaching and learning. This leads to the less effectiveness of the language
lessons being taught inside classrooms. Bajrami (2015) states that a teacher that
 intends to benefit his learners should not only introduce various learning strategies,
but also give them the opportunity to experience them practically. This problem can
be dealt with by encouraging more teachers training sessions inside Pakistan.
Teacher trainers, educationists, and decision makers should identify the bigger
needs of society, and introduce institutional and organizational frameworks that
could meet the needs of both the teachers and the students (Kelly, Grenfell, &
Brett, 2002). Hence, by identifying the basic needs of the pupils in the field of
English language learning, different institutional steps can be taken.

Another visible complication seen in Pakistan is the lack of proper teaching and
learning facilities. With the emerging developments in the field of technology and
online teaching platforms, it has become a vital requirement to stay connected with
the outside world through social media and other platforms; which also benefits the
teachers and students regarding access to other learning materials. If the basic
facilities such as electricity and internet are not easily accessible, the pace of
learning slows down. Many areas in Pakistan lack the basic vital needs, electricity
and internet being two of them; giving on to the manual hard work of the teachers,
which encourages conformity and abolishes creativity. Ahmadi (2018) exclaims
that technology has always proved to be a prime aspect of a teaching and learning
space as it assists the teacher in facilitating a learner’s learning. The void created
by the lack of proper technological enhancements in Pakistan weakens and affects
the learning sector immensely. Creativity is abolished and no new changes are
made in the field of education. Hence, English language teaching and learning is
further adversely influenced due to the lack of proper facilities. This problem can
be resolved if the government introduces productive technological advancements
inside the country so that the teachers and the students are also benefitted.

It can be observed that the factors challenging the learning and teaching of English
language inside Pakistan for instance, the lack of basic facilities, less number of
qualified teachers, cultural resistance, and use of old methodologies can have
possible solutions. These possibilities may positively assist the process of English
language teaching and learning if taken seriously. As educated individuals, it is our
duty to pour out our views and challenge the old notions of language teaching
methodologies. English language learning and teaching should be given more
importance and heed as it is the basic need of global communication.

English Language Teaching (ELT) in Pakistan faces several challenges

and problems, hindering effective language learning and proficiency
development. Some of the major issues include:

.
Limited Resources and Infrastructure: Many schools, especially in
rural areas, lack proper resources such as textbooks, qualified
teachers, and access to technology. This shortage affects the quality
of English language instruction.
.
.
Teacher Quality and Training: There is a shortage of proficient
English language teachers, and many existing teachers themselves
struggle with English proficiency. Inadequate training and
professional development programs for teachers further contribute to
this issue.
.
.
Curriculum and Pedagogy: The English language curriculum might
not be well-designed or updated to meet the needs of students.
Outdated teaching methods and a lack of emphasis on practical
language skills like speaking and listening hinder effective learning.
.
.
Socioeconomic Factors: Socioeconomic disparities lead to unequal
access to quality education. Students from disadvantaged
backgrounds often have limited resources and support for language
learning compared to their more privileged counterparts.
.
.
Language Policy and Code-Switching: Pakistan is a multilingual
country where students often speak regional languages at home.
Code-switching between languages in classrooms can affect English
language learning and proficiency.
.
.
Assessment and Evaluation: Evaluation methods might not
accurately measure a student's language proficiency. Assessments
might focus more on rote memorization than practical language
skills.
.
.
Lack of Exposure and Immersion: Limited opportunities for
exposure to English outside the classroom, such as through media,
extracurricular activities, or immersive experiences, hinder students'
language acquisition.
.
.
 Technology Divide: Unequal access to technology and the internet
prevents many students from benefiting from online resources and
language learning tools.
.

Addressing these challenges requires a comprehensive approach

involving reforms in curriculum design, teacher training, policy
changes, and equitable access to resources. Emphasizing practical
language skills, providing continuous professional development for
teachers, updating teaching methodologies, and integrating
technology can contribute to improving ELT in Pakistan. Additionally,
fostering a language-rich environment and encouraging
opportunities for language immersion can significantly enhance
English language proficiency among students.
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