TRANSFORMING LEARNING INTO ACQUISITION

IN TEACHING ENGLISH TO YOUNG LEARNERS IN

PAKISTAN:
Issues, Barriers, and Implications
OVERVIEW
Rationale
Background
Scope
Limitations
Delimitations
Statement of the problem
Aims and objectives
Literary Influences
Research questions
Methodology
Data Collection
Data Analysis
Findings, recommendations and conclusion
RATIONALE

 acknowledge and review the status of English language acquisition in young learners in the main
stream private sector schools in Pakistan
 bring into focus whether the factors that play a crucial role in English language acquisition in young
learners are being incorporated in teaching practices
 identify barriers in TEYL
 put forward productive and practical suggestions for improved language acquisition practices in
classrooms
 BACKGROUND

Vastness of the subject in terms of proportion, dynamics, and magnitude

The education panorama in Pakistan is quite rich and diverse

 Coexistence of public and private schools in an environment poignant by frank realization of a clear divide

 Global rise in interest in English Language as a promising mode of communication

Relevance to Pakistani context

(49% of people speak English as a second language in Pakistan, while 8% speak it as the first language, which makes

57% of the population in Pakistan involved with English language practices of some kind(Census, 2001).

Mushroom growth of private sector schools branded as English medium schools in which the medium of instruction is

English language

An imminent need to explore the approach and pedagogy in language classrooms to see if English language acquisition
 SCOPE
 Relevance of the topic to Pakistani context

 Identification of critical issues and barriers in TEYL

Put forward measures and recommendations

Profiling of English language acquisition is a particular context

Valuable insight for English language teachers and administrators alike TEYL
 LIMITATION
The private sector schools in Pakistan are in multitudes. The study's focus is on the mainstream
schools in Pakistan, where the expectation of quality English language acquisition practices is
relatively higher than public schools in the country.

The merit of the topic is inter-disciplinary, trans-disciplinary, and multidisciplinary. However, the
study shall focus on critical areas only, such as issues, barriers, and psycholinguistic
implications.

The topic remains relevant to a large population in terms of appeal and significance, but it would
be limited to a particular segment of the populace for practical reasons.

 
 DELIMITATION

Data collection is limited to private schools in Sialkot and Lahore as a representation of the
country's urban school culture.

Transformation of learning into acquisition in language classrooms is measured under

components such as identifying barriers in a pedagogical and psycholinguistic perspective;
counter-measures for improved language classrooms. The areas are addressed explicitly in the
research questions.

Varied age groups acquire English as a second language. The study deliberates upon Young
learners only. TEYL (Teaching English to Young Learners) is a comparatively novel research
area that maintains a strong stance over the difference in dealing with young learners and adults.
 STATEMENT OF THE PROBLEM

English Language Acquisition is the most significant and relevant in Pakistan. How far our
language classrooms in the ever so diverse and varied context of private sector schools, have
stepped forward from learning into the acquisition domain is a pressing question. There is a need to
find out commonly identified barriers and issues relevant to the context in Pakistan. A reformative
guideline and a prioritized set of preferences based on substantial data and lucid reasoning is
required for improved pedagogy in TEYL.
 AIMS

The study aims to:

• acknowledge the transformation of learning into acquisition in English language teaching to

young learners in Pakistan
• bring into focus the factors that play a crucial role in English language acquisition in young
learners
• derive conclusions for productive feedback for improved language acquisition practices in
private sector classrooms
 OBJECTIVES
By the end of the research, the study will:

• take psycholinguistic input on learning and acquisition in the Pakistani context

• measure the extent to which English language teaching has been transformed into language
acquisition in the private sector schools in Pakistan
• identify issues and barriers in the process of establishing a successful language acquisition
paradigm in language classrooms
• suggest measures to improve language acquisition in language classrooms in the private sector in
Pakistan
 LITERARY INFLUENCES
Theories of learning
• Behaviorism
• Innatist perspective
• Cognitive perspective
• Constructivist perspective
Nature Vs Nurture debate
 Roushar (2019)
 Jerome Bruner (1957)
“recurrent regularities in the environment”
• Stephen Krashen
Acquisition vs Learning Hypothesis
The Natural order hypothesis
The monitor Hypothesis
The input Hypothesis
The Affective Filter hypothesis
 LITERARY INFLUENCES

The Natural Classroom

Tracy D. Terrel & Stephen Krashen (2013)
Communicative competence

Richards & Rogers (1983)

Communicative language teaching(CLT)
Richards & Rogers (2006)
 Young Learners
“Cinderella of Applied linguistics research”
Garton & Copland
Categories of learners
Hammer (2006) & Pinter (2011)
 Total Physical Response (TPR)
A collaborative perspective on speech and action
James Asher
 Optimal Input Hypothesis
Beniko Mason (2019)
Comprehensible; exciting and compelling; rich and qualitative; abundant and quantitative
Psycholinguistics
• Language comes before thought
Jean Piaget
• Pinker’s Mentalise
• Chomsky
Language and Thought
• Developmental linguistics Trueswell (1993)
 RESEARCH QUESTIONS

1. What is the psycholinguistic perspective on Learning and Acquisition in relation to language

teaching in Pakistan?

2. To what extent learning has been transformed into the acquisition in TEYL in the private sector
in Pakistan?

3. What are the barriers and issues in English Language acquisition in Language classrooms?

4. What measures can be taken to improve the quality of instruction in the English language
acquisition perspective?
METHODOLOGY
Methodology

POPULATION AND SAMPLING

The target population comprises of key stakeholders in the private sector schools in Pakistan, primarily

teachers teaching in the TEYL domain in the private sector. A practicing psychologist was
interviewed for the psycholinguistic perspective, and the findings were incorporated in research tools for a substantial

psycholinguistic input. Fifty-four language teachers participated and responded to a

questionnaire meant for English language teachers teaching English to young learners. In the second phase of

data collection, twenty-two English teachers and school Heads responded to an

online survey.  
Methodology

RESEARCH DESIGN

The method for this study is mixed, a combination of qualitative and quantitative

approaches. Research design is consequential. There’s a steady balance of qualitative and

quantitative method. The qualitative data has been quantified for more objective findings. Qualitative

design, more specifically, is descriptive. The analysis is quantitative, qualitative,

descriptive, and thematic, depending upon the suitability of form and purpose at various

stages of the study.

Methodology

RESEARCH DESIGN

Interview with
Step 1 Questionnaire for Online Survey

Step 2

Step 3
practicing teachers engaged from teachers and
psychologist in TEYL school Heads in
TEYL
Methodology
Step 1
Interview
In the first step, an interview with a
psychiatrist is conducted, which
deals with the first research question,
what is the psycholinguistic
perspective on Language
Acquisition in relation to
language teaching in Pakistan?
The purpose was to establish the
psycholinguistic domain of language
acquisition and find key
psycholinguistic components of
second language acquisition.
(Appendix 2)
Step 2
Questionnaire
In the second step, a teacher
questionnaire is used as a tool to
probe the second research question,
to what extent has learning been
transformed into the acquisition
in TEYL in the private sector in
Pakistan?
and the third research question ,
What are the barriers and issues
in English Language acquisition
in Language classrooms for
young learners in Pakistan?
(Appendix 3)
Step 3
Online Survey
The survey probed the last research
question, whatmeasures can be
taken to improve the quality
of instruction in teaching
English to young learners in
the private sector in
Pakistan?
 Twenty-two teachers and
administrators closely working in the
TEYL domain participated in the
survey .
(Appendix 4)
DATA COLLECTION
Data Collection: Tool 1

INTERVIEW WITH THE PSYCHIATRIST

Interview Transcript

A: Assalam o Alaikum! Thank you for giving me time! I need to ask you some questions regarding language acquisition in
Young learners from a psychological perspective.
H: sure! Go ahead.
A: What does psychology say about language acquisition in young learners?
H: Psychology focuses on the study and alteration of behavior, including actions, emotions, and thoughts in young children. The
theory of learning is based on the idea that all forms of behavior are acquired through conditioning or play, which plays a vital
role in language acquisition. Through play, we can work on the child's functional use of language.
A: What is the psychological explanation of the difference between the acquisition of the mother tongue and a second language?
H: Acquisition of mother tongue is conditioned with situational comprehension, and the second language is acquired through verbal
comprehension.
A: How would you explain psycholinguistics?
H: Psycholinguistics or psychology of language is the study of the interrelationship between linguistic factors and psychological
factors, which include factors like motivation, memory, repetition, and judgment.
A: Is language acquisition a cognitive process?
H: Yes! It is a cognitive process. Piaget’s theory is a milestone to justify this statement.
Methodology: incorporation of psycholinguistic input from the interview
Key themes from the interview most
Sr. no. Placement in Teacher Questionnaire  Description
relevant to Language Acquisition

1. Section 1.A Cognitive Development

Cognition
Section 1.A(3) Cognitive development as a symbolic representation (language-based) has
  substantial space in language lessons.
2. Symbolic Ability
Teachers successfully create and utilize mental pictures while teaching
Section 1.A(5)
language.
Section 1.A(1) Cognitive development as enactive representation (action-based/movement) has
  substantial space in language lessons.
3. Muscle Control
Total Physical Response (TPR) (James Asher, 1977); a collaborative
Section 1.A(6)
perspective on speech and action, is a commonly used technique.
The social backdrop is utilized in lesson planning.
4. Social skills Social interaction is termed as an
Section 3(5)
extrinsic support system for language development
Section3(6) Lack of teacher’s proficiency in the second language
  Section 3(7) Lack of conceptual and theoretical knowledge in second language acquisition
5. Teacher
Lack of conceptual and theoretical knowledge in TEYL (Teaching English to
proficiency/subject command
young learners)
Section 3(8) Specific training in TEYL domain
6. Rapport/Communication Section 2.D(4) Language teachers have switched to communicative teaching.

7. Environment Section 2.C(3) The classroom environment is enjoyable and less intimidating.
Data Collection: Tool 2 (Questionnaire)

In total, 54 teachers teaching in the TEYL domain in the private sector in Pakistan have responded to the
questionnaire. The respondents belonged to different age brackets and teaching experience (Graph 1&2, pg. 28).
 

Graph 1 Graph 2
The age bracket of the participants Teaching Experience in TEYL
25 30

25
20

20
15
15
10
10

5
5

0 0
20 - 30 30 - 40 40 - 50 2 - 5 years 5 - 10 years 10 - 20 years
 Data Collection: Tool 2 (Questionnaire)
Section 1: Incorporation of psycholinguistic perspective on Language Acquisition in TEYL in the private sector in
Pakistan
Checkpoints based on Literature Review and the findings from the interview with the psychologist:
1.A: Cognitive Development
1.B: Authenticity and contextualization

1.C: Subconscious Pedagogy (Indirect Method)

Section 2: Transformation of language learning into language acquisition in TEYL in the private sector in Pakistan
Checkpoints based on Literature Review:
2.A: Language Acquisition in perspective
2.B: Optimal Input
2.C: The Natural Approach Classroom
2.D: Teacher Repertoire

Section 3: Identification of barriers in TEYL in the private sector in Pakistan

Data Collection: Tool 3 (Online Survey)

ONLINE SURVEY

Question: What are top three recommendations to improve language acquisition practices in TEYL in the
private sector schools in Pakistan?
DATA ANALYSIS
Data Analysis: Questionnaire (Section 1A: Cognitive Development)
 

Section 1A: Cognitive Development

1A: Cognitive Development Strongly Disagree Disagree Neutral Agree Strongly agree

1. Cognitive development as enactive representation 4 18 14 17 1

(action-based/movement) has substantial space in
language lessons.
7% 33% 26% 32% 2%

2. Cognitive development as an iconic representation 8 12 18 15 2

(image-based/visuals) has substantial space in language
lessons.
14% 22% 33% 27% 4%

3. Cognitive development as a symbolic representation 4 6 22 18 4

(language-based) has substantial space in language
lessons.
8% 11% 41% 33% 7%

4. There are opportunities for students to construct 18 12 12 10 1

knowledge through assimilation and accommodation.

34% 22% 23% 19% 2%

5. Teachers successfully create and utilize mental 2 14 9 12 2

pictures while teaching language.
5% 36% 23% 31% 5%

6. Total Physical Response (TPR), a collaborative 10 12 15 15 2

perspective on speech and action, is a commonly used
technique.
18% 22% 28% 28% 4%
Data Analysis: Questionnaire (Section 1A: Cognitive Development)

WEIGHTED MEAN ON LIKERT SCALE

The Table reflects, in numbers and percentage, the responses by the participants. To further
understand the trends projected, the weighted mean of every item in Table 3 is calculated and is
depicted in Table 4. The formulas for calculating weighted mean are as under:
Data Analysis: Questionnaire (Section 1A: Cognitive Development)

1A: Cognitive Development Weighted Mean Descriptor

1. Cognitive development as enactive representation (action-

based/movement) has substantial space in language lessons
2.87 Neutral

2. Cognitive development as an iconic representation (image-

based/visuals) has substantial space in language lessons.
2.88 Neutral

3. Cognitive development as a symbolic representation

(language-based) has substantial space in language lessons.
3.22 Neutral

4. There are opportunities for students to construct

knowledge through assimilation and accommodation.
1.70 Disagree

5. Teachers successfully create and utilize mental pictures

while teaching language. 2.2 Disagree

6. Total Physical Response (TPR), a collaborative perspective

on speech and action, is a commonly used technique.
2.25 Disagree
Data Analysis: Questionnaire (Section 1A: Cognitive Development)
6. TPR is a commonly used
technique. 1. Cognitive development
15% as enactive
representation (
19%

5. Mental pictures while 1. Cognitive development as enactive representation (action

teaching language. based/movement) has substantial space in language lessons
15% 2. Cognitive development 2. Cognitive development as iconic representation (image
as iconic representation based/visuals) has substantial space in language lessons.
19% 3. Cognitive development as symbolic representation
(language based) has substantial space in language lessons.
4. There are opportunities for students to construct knowledge
through assimilation and accommodation.
5. Teachers successfully create and utilize mental pictures
4.Construct ion of knowledge while teaching language.
by assimilation 6. Total Physical Response (TPR) ; a collaborative perspective
/accommodation. 3. Cognitive development on speech and
11% as symbolic action, is a commonly used technique.
representation
21%
Data Analysis: Questionnaire (Section 1B)
 1B: Authenticity and Contextualization

1B: Authenticity and Contextualization Strongly Disagree Disagree Neutral Agree Strongly agree

1. Lessons are always contextualized. 4 3 17 25 5

7% 6% 32% 46% 9%
2. The social backdrop is utilized in lesson planning. 0 5 15 25 7
0% 10% 29% 48% 13%

3. Setting and contexts are kept real and authentic. 2 7 13 28 4

4% 13% 24% 52% 7%

4. Interaction is used as a tool in language classrooms. 2 5 15 18 4

5% 11% 34% 41% 9%

5. Social interaction is termed as an external support 0 4 13 27 10

system for language development.
0% 7% 24% 50% 19%

  Weighted  
1B: Authenticity and Contextualization Mean Descriptor

1. Lessons are always contextualized. 3.44 Neutral

2. The social backdrop is utilized in lesson planning. 3.51 Agree

3. Setting and contexts are kept real and authentic. 3.46 Neutral

4. Interaction is used as a tool in language classrooms. 2.61 Neutral

5. Social interaction is termed as an external support system for language 3.79 Agree
development.
Data Analysis: Questionnaire (Section 1C: Subconscious Pedagogy)
1C: Subconscious Pedagogy Strongly Disagree Neutral Agree Strongly agree
Disagree
1. The direct method is never used in English classrooms. 9 14 16 8 7

16% 26% 30% 14% 13%

2. The indirect method of teaching is the only way to teach the English language. 8 7 13 17 9

14% 13% 24% 31 16%

3. Grammar rule is never introduced first. 8 15 15 9 7

14% 27 27 16% 13%
4. Students extract grammar rules from a given material and identify significant 6 6 10 25 9
patterns.

11% 11% 18% 46% 16%

  6 9 10 24 5
5. The translation method is nonexistent.
11% 16% 18% 44% 9%

1C: Subconscious Pedagogy Weighted Mean Descriptor

1. The direct method is never used in English classrooms.
2.81 Neutral

2. The indirect method of teaching is the only way to teach the English
language. 3.22 Neutral

3. Grammar rule is never introduced first. 2.53 Neutral

4. Students extract grammar rules from a given material and identify
significant patterns. 3.57 Agree

5. The translation method is nonexistent. 3.24 Neutral

Data Analysis: Questionnaire (Section 2A: Language Acquisition in Perspective)

2A: Language Acquisition in Perspective Strongly Strongly

Disagree Neutral Agree
Disagree Agree
1. The status of English language acquisition in 1 13 21 17 2
Pakistan is satisfactory.
2% 24% 39% 31% 4%
2. Language Learning has been entirely 2 10 24 14 4
replaced by language Acquisition in the
4% 19% 44% 26% 7%
language classrooms.
3. Language acquisition is ensured through 0 6 19 24 5
subconscious learning.
0% 11% 35% 45% 9%

2A: Language Acquisition in Perspective Weighted

Descriptor
Mean
1. The status of English language acquisition in Pakistan is
3.11 Neutral
satisfactory.
2. Language Learning has been entirely replaced by language
3.14 Neutral
Acquisition in the language classrooms.
3. Language acquisition is ensured through subconscious
3.51 Agree
learning.
Data Analysis: Questionnaire (Section 1B: Optimal Input)

  Strongly Disagree Neutral Agree Strongly Agree

2B: Optimal Input Disagree

1. Language acquisition is kept as a 2 9 16 26 1

subconscious process.
4% 17% 29% 48% 2%
2. Comprehensibility of input is a core objective 0 5 10 32 7
in language lessons.
0% 9% 19% 59% 13%
3. The input is always interesting and 0 4 6 29 15
compelling.
0% 7% 11% 54% 28%
4. The input is always rich and abundant. 0 6 15 20 13
0% 11% 28% 37% 24%

2B: Optimal Input Weighted Mean Descriptor

1. Language acquisition is kept as a subconscious process. 3.27 Neutral

2. Comprehensibility of input is a core objective in language
3.75 Agree
lessons.
3. The input is always interesting and compelling. 4.09 Agree
4. The input is always rich and abundant. 3.74 Agree
Data Analysis: Questionnaire (Section 2C: Natural Approach Classroom)
Strongly
2C: Natural Approach Classroom Disagree Neutral Agree Strongly Agree
Disagree
1. Content-Based Instruction (CBI), with stress on 1 4 16 25 8
communication and conductivity of the environment, is a
continuous practice. 2% 7% 30% 46% 15%
2. Task-Based Instruction (TBI) with a focus on 0 9 5 29 11
communication and less dependence on the textbook is a
regular feature. 0% 17% 9% 54% 20%

3. The classroom environment is enjoyable and less 0 4 5 22 23

intimidating. 0% 7% 9% 41% 43%
4. Lessons are taught in a natural way avoiding formal 0 5 11 20 18
instruction. 0% 9% 20% 37% 33%
2 14 12 18 8
5. The use of textbooks is minimal.
4% 26% 22% 33% 15%

2C: Natural Approach Classroom Weighted Mean Descriptor

1. Content-Based Instruction (CBI), with stress on
communication and conductivity of the environment, is a 3.64 Agree
continuous practice.
2. Task-Based Instruction (TBI) with a focus on communication
3.77 Agree
and less dependence on the textbook is a regular feature.
3. The classroom environment is enjoyable and less
4.25 Agree
intimidating.
4. Lessons are taught in a natural way avoiding formal
3.94 Agree
instruction.
5. The use of textbooks is minimal. 2.68 Neutral
Data Analysis: Questionnaire (Section 2D: Teacher Repertoire)
2D: Teacher Repertoire Strongly Disagree Neutral Agree Strongly
Disagree Agree
1. Teachers are well aware of the distinction between learning and 1 12 10 25 6
acquisition of a language. 2% 22% 19% 46% 11%
2. All Language teachers in TEYL can discuss any four theories of 2 10 20 18 4
learning. 4% 19% 37% 33% 7%
3. All language teachers in TEYL can name five books on second 4 18 19 11 2
language acquisition. 7% 33% 35% 20% 4%
4. Language teachers have switched to communicative teaching. 1 4 10 35 4
2% 7% 19% 65% 7%
5. English language teachers in the TEYL sector hold 2 10 10 26 6
certifications/diplomas/ degrees in English language teaching in the
specific domain. 4% 19% 19% 48% 11%

6. Teachers are well equipped with knowledge on the subject of second 0 7 11 30 6

language acquisition. 0% 13% 20% 55% 11%
7. There are regular external trainings specifically for teaching English 2 7 11 27 7
for young learners. 4% 13% 20% 50% 13%
2D: Teacher Repertoire Weighted Mean Descriptor
1. Teachers are well aware of the distinction between learning and acquisition of a language. 3.42 Neutral
2. All Language teachers in TEYL can discuss any four theories of learning. 3.22 Neutral
3. All language teachers in TEYL can name five books on second language acquisition. 2.79 Neutral
4. Language teachers have switched to communicative teaching. 3.75 Agree
5. English language teachers in the TEYL sector hold certifications/diplomas/ degrees in English language
2.94 Neutral
teaching in the specific domain.
6. Teachers are well equipped with knowledge on the subject of second language acquisition. 3.64 Agree
7. There are regular external trainings specifically for teaching English for young learners. 3.55 Agree
Data Analysis: Questionnaire (Section 3: Barriers in TEYL)

Barriers in TEYL Prioritization 

Conformity to the exam and assessment criteria 1

Scarcity of specific training in TEYL domain 2

Restrictions imposed by the curriculum and syllabi 3

Lack of conceptual and theoretical knowledge in second language acquisition 4

Lack of conceptual and theoretical knowledge in TEYL 5

Teachers' lack of motivation to experiment with pedagogy 6

Lack of teacher’s proficiency in the second language 6

Institutional and administrative constraints 7

Data Analysis: Online Survey- Thematic Analysis

 1.
1. A full planned step by step procedure of learning
2. The motivation of students in the class
3. Asking parents to use the English language at home too.
2.
1. The syllabus should be short so teachers and students can focus on learning the language instead of cramming traditional grammar.
2. Make the English language a part of life not only in the classroom but also outside of it and make their parents understand how to communicate with them
in English to get better results.
3. Lesson planning must be mandatory, so a teacher must have full knowledge of what he or she is teaching.
 3.
1. Individual attention
2. Students oriented examples
3. Well equipped with language areas.
 4.
1. Communication of all types must be in English
2. Children must be frequently given topics in English to talk upon
3. Foreign qualified instructors must help children with their fluency and grammar
 5.
1. Revision of basic concepts
2. Moderate bulk of syllabus
3. Free writing should be encouraged, and ideas should be marked ignoring grammar and tenses
Data Analysis: Online Survey- Thematic Analysis
  well equipped
foreign qualified
Qualification certified professionals 5
guidance to teacher
qualified language teachers
  motivation of students
encourage the children
Motivation 4
constant motivation
generate passion
  communicate with them in English
communication of all types must be in English
talk upon
Communication 6
effective communication
communicate in English with others
interactive sessions
    consume Media in the Target Language
  TV and movies in your target language
Use of Technology visual methods of communication 5
good visuals for students to understand
audiovisual techniques
  more interesting for the learners
a pleasurable and enjoyable activity
make Learning fun
Interest Level 6
make learning enjoyable
making learning fun for children
engaging and appeals to students’ interests
Data Analysis: Online Survey- Thematic Analysis

 
the syllabus should be short
moderate bulk of syllabus
Curriculum/Syllabi burden of syllabus 5
forced syllabus
the pressure of exams and monthly tests
 
individual attention
Individual attention students according to their caliber of learning 3
personalize learning environment
 
use authentic material
Context real-life situations 3
local background
 
English speaking skills should be set
listening to match commentaries
Skill development 4
adopt the correct cycle of skills: listening, speaking, reading and writing
a lot of reading experience
  planned step by step procedure
revision of basic concepts
free writing
new and interesting methods of teaching
Pedagogy try Alternative Methods of Building students' Vocabulary. 9
Use the Strategy: Repetition, Read, Write, and learn. Finally, start writing
use repetition.
Different teaching strategies to teach a concept
music as a medium; Group activities.
Data Analysis: Online Survey- Thematic Analysis

RECURRENCE INDEX OF PREDOMINANT THEMES MOST RELEVANT TO TEYL

10
9 1
8
7
6 1 1
Recurrence

5 1 1 1
4 1 1
3 1 1
2
1
0
0 2 4 6 8 10 12
Themes
FINDINGS, RECOMMENDATIONS, AND
CONCLUSION
 Language Acquisition profile in TEYL in the private sector in Pakistan

Section Subsections Presence of Mean score Tendency

1A Cognitive Development 2.52 Neutral

Section 1 1B Authenticity / contextualization 3.36 Neutral

1C Subconscious learning 3.07 Neutral

2A Lang. acquisition in perspective 3.29 Neutral

2B Optimal Input 3.71 Agree

Section 2
2C The Natural Approach Classroom 3.65 Agree

2D Teacher Repertoire 3.33 Neutral

Language Acquisition profile in TEYL in the private sector in Pakistan
L a n g u a g e A c q u is it io n P r o file in T E Y L in t h e P r iv a te s e c to r in
P a k is ta n
4

3.5 3.71 3.65

3.36 3.29 3.33
3 3.07

2.5
2.52

Mean
2

1.5

0.5

0
1A 1B 1C 2A 2B 2C 2D

1A Cognitive Development
1B Authenticity and contextualization
1C Subconscious learning
2A Lang. acquisition in perspective
2B Optimal Input
2C The Natural Approach Classroom
2D Teacher Repertoire
 Issues and Barriers in order, from most crucial to comparatively lesser

Barriers in TEYL Prioritization 

Conformity to the exam and assessment criteria 1

Scarcity of specific training in TEYL domain 2

Restrictions imposed by the curriculum and syllabi 3

Lack of conceptual and theoretical knowledge in second language acquisition 4

Lack of conceptual and theoretical knowledge in TEYL 5

Teachers' lack of motivation to experiment with pedagogy 6

Lack of teacher’s proficiency in the second language 6

Institutional and administrative constraints 7

 Areas of significance

Thematic Representation of significant areas of

improvement

Qualification
Pedagogy 10
Motivation

5
Skill development Communication

Context Use of Technology

Individual attention Interest Level

Curriculum/syllabi
 Recommendations

Pedagogy is easily and most responsibly be regarded as the

most crucial area to work on for improvements and up-
gradation. Data presented not only singles out pedagogy as a
central area; it presents specific and targeted suggestions as to
how to bring about the required improvement. Respondents
recommend planned step by step procedure;
revision of basic concepts; free writing; new and varied
interesting methods of teaching; alternative collaborative
Methods of building students’ vocabulary; use persistent

the strategy: Repetition, Read, Write, and learn, innovative

systematic
finally, start writing; use repetition; different
pedagogy
teaching strategies to teach a concept; music as
a medium; Group activities. If these are generalized
and be put in more relatable terms, it would look in the form of
a conceptual framework like this:
 Recommendations

Teacher Qualification
It is a commonly known fact that in Pakistan, there is no requirement of any teaching qualification for getting hired as a
teacher. This creates a problem as despite having resources and infrastructures, particularly in the private sector, English
language teaching is compromised. There is a similar concern emerging from the data. Respondents stressed the
well equipped, foreign qualified, certified professionals. There
importance of is an insistence on
guiding the language teachers and the fact that they should be qualified for the job.
Curriculum and syllabi

Syllabic and curricular constraints should be minimized. There should be flexibility and space for creative pursuits and
productive experimentation. Respondents voiced their concerns regarding the burden of the syllabus, forced
syllabus and pressure of exams, and monthly tests. Suggestions such as keeping the syllabus short or a more
realistic view to keep a moderate bulk of syllabus are made. This shows an excessive demarcation and
compartmentalization of language acquisition, which goes opposite in nature to a process that is supposed to be
subconscious, free, and optimal.
 Recommendations

Use of technology
With the up rise in technology and access to an inexhaustible reservoir of knowledge, it is unlikely and unseemly to not to
benefit from it. The same recommendation is made by the respondents, such as an opportunity to consume Media in the
Target Language; TV and movies in the target language; visual communication methods; good visuals for students to
understand; audiovisual techniques. Symbolic ability and attention are regarded as psycholinguistic attributes of Young
learners, and what better way could be to grasp that attention by showing them images and visuals and steer them towards
the learning objective which in our case is teaching the English language Learners. There should be pictures, engaging
graphics, television shows, videos, demonstrations, and the creation of murals and collages for visual learners ( Ifkhi,
Nargis 2017). This can be a single picture on a paper presenting a single perspective or a tirade of visuals and images
presenting multiple perspectives with an inherent objective of arriving at a linguistic component, function or objective.

Motivation
Teaching English or any other language to adults is distinctly different. For the young learner who is all cognitively primed
….meticulous attention to such aspects is required that would aid in capturing and sustain their focus. With young learners,
motivation, interest, and involvement are essential components. The responses point at an incessant need to encourage
the children; generate passion. The processes and practices should ensure constant motivation.
Individual attention
Gardener (1980) suggested that different learners learned differently. Apart from regular teaching and learning,
there should be a focus on students' particular areas of strengths and weaknesses. Individual attention to
students is recommended to capitalize on their potential strengths and work on the weak areas. Some learners
may be good at reading but might struggle in written expression. Ignorance of language teachers of this crucial
information or complete disregard of this, if known, can cost the learner a unique opportunity for improvement.
The language teacher, the respondents suggest, should guide students according to their caliber of learning and
personalize the learning environment. A more relatable and practical way of achieving the objective mentioned
above should be to add variety, diversity, creativity, and experimentation in instructional schemes to be able to
cater to different learners and their specific needs.

Context
The objective of authentic language acquisition should be to create contexts and relevance to language
acquisition by keeping content and material as authentic. The use of authentic material and real-life situations in
the target language is smart to achieve instant capture of attention. Utilizing social backgrounds adds relevance
and familiarity, which may prove to be a natural transitional aid to the subconscious and cognitive domain of
language acquisition. Teachers should adopt teaching practices that are fit for purpose across a range of
contexts, levels, and maturities (Garton & Copland, 2018).
 Recommendations
Skill development
In addition to the earlier reference to curricular and syllabic constraints, another aspect is the absence of an evenhanded inclusion of
four basic language skills. Language assessment policies do not cater to all, either. For potent language enhancement, all linguistic skills
have to be taken into account.
There are specific suggestions such as listening to match commentaries, balanced, and sequential incorporation of listening, speaking,
reading, and writing, creating a lot of reading experience.

Communication
Hammer discusses young learners at great length and observes that they like talking and respond to learning. They displayed curiosity
and had a comparatively short concentration span. Communication has emerged as a significant theme with repeated focus on
interaction. Interactive sessions should be in English; rather, communication of all types must be in English. This allows the opportunity
for practice and teacher as the facilitator and moderator may take on the role of Vygotsky's knowledgeable other. Repeated creation of
zones of proximal development can be an excellent way to capitalize upon social constructivism and aid in developing
communicative competence (Richards & Rodgers 1986).

Interest level
There is a persistent focus on making English language acquisition more interesting for the learners, a pleasurable and enjoyable
activity, engaging and appealing to students' interests. The insistence is to make language teaching interesting, enjoyable, and fun for
children. There could be the inclusion of technology, mastery of pedagogy, incorporation of context to ensure student involvement and
interest.
 Conceptual Framework

System

Pedagogy Curriculum and syllabi

Learner
 
Interest level Communication
 
Teaching English to Young Learners
   

Skill development Motivation

 
 
 
Teacher qualification/ Use of technology Context
 
professionalism
 

 
 Ammara Shakil
Roll No: Eng-1819

 Supervisor:
Respected Dr. Muhammad Sabboor Hussain
 
DEPARTMENT OF ENGLISH
Faculty of Arts, Social Sciences and Languages
Government College for Women University
Sialkot, Pakistan
2020
THANK YOU!