LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 11 : 5 May 2011
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.

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The Need of Communicative Approach (in ELT) in
Teacher Training Programmes in Pakistan

Muhammad Akram and Anser Mahmood

Abstract

Teacher education and teacher training are matters of hot discussion in Pakistan. The present study discusses that communicative approach in English language teaching is suffering from neglect in training programmes in Pakistan. Most of the teachers cling to the age-old Grammar Translation method. They do not adopt different classroom activities in ELT. The trainees do not take any interest in communicative approach in ELT and sometimes even the trainers also take no interest in training through communicative approach.

The neglect of communicative approach in the training programmes will lead to non-professionalism and it will only perpetuate the weaknesses of traditional way of teaching. It will definitely be a great hindrance to effective communication using English on the part of the learners. It has been commonly observed that students fail to write even a single page in English language even after completing their graduation. There is an urgent need to teach English language through communicative approach both in language classrooms and training programmes.

This study is an attempt to highlight the significant role of communicative approach in ELT and particularly in training programmes.

1 Introduction

Communicative Language Teaching is the most prevalent framework used in EFL/ELT classes through out the world in modern time. The fundamental goal of teaching through CLT is to develop communicative competence. Communicative competence refers to the ability to exchange information in a foreign language with the native speakers of the language (Weiping & Juan 2005). CLT is considered to be a "learner-centred and experienced based view of second language teaching" (Richards & Rodgers 2006). Communication is among the most important skills for educators to possess. "The communication is lifeblood of the school; it is a process that links the individual, the group and the organisation" Lunenburg & Ornstein (1996:76).

According to Ghani (2003:105):

English in Pakistan serves as a gateway to success, to further education and to white collar jobs. It is the language of higher education and wider education and not the home language of the population except in the upper strata of society where it is spoken as a status symbol.

English is taught as the compulsory subject from the first grade in our curricula. English language teachers in Pakistan must approach teaching English as a Second Language from the perspective of applied linguistics (Akram & Mahmood 2007). We should realize the importance of CLT.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Muhammad Akram, Ph.D. Scholar
Department of English (Applied Linguistics)
The Islamia University of Bahawalpur
Pakistan
muhammadakram80@yahoo.com

Anser Mahmood, Ph.D. Scholar
Department of English (Applied Linguistics)
The Islamia University of Bahawalpur
Pakistan
chanser73@yahoo.com
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