LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 11 : 10 October 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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Introducing Teaching English to Young Learners (TEYL) in Pakistan through Professional Development Workshop

Asim Karim

Abstract

Teaching English to young learners (YLs) has remained overlooked and uncultivated in the national education planning and policies in many countries including Pakistan. There are no specific training opportunities and facilities for English teachers of YLs. Therefore, teachers are unqualified in teaching EFL to YLs. There is a need to focus on this problem and take requisite steps to improve existing practices. The plan proposed here aims at introducing current theoretical and practical dimensions of teaching English to YLs of the government and public sector primary schools of the district DIKhan in Pakistan through two-week professional development workshops.

The main objectives are to introduce the concept of TEYL and innovative EL teaching practices in Pakistan for young learners and allow participants to experience learner centered teaching paradigm through experiential activities and demonstrations.

Additionally, the training will initiate the participants to use pedagogy 2.0 tools to develop learning /teaching into life-long and global experience through sharing and participating in productive discussions.

Key words: TEYL, EFL Teacher training, English Language Education in Pakistan

1. Introduction

Living in an age of knowledge explosion, consistent and regular participation in professional development activities and workshops is essential especially for non native teachers of English Language. Chrisman and Crandall (2007) rightly assert that the teachers who have been trained to use innovative techniques and methodologies are more inclined to try them with the students. However, participation in professional development session and workshops is not to be taken as a forced activity.

On the contrary, it requires a self motivation as it adds to the knowledge base and equip the teachers with new skills of teaching a foreign language to the students in different contexts. In fact, Curtis and Nunan (2001) list addition to knowledge base and acquisition of new skills as one of the main reasons for teachers desire to participate in professional development.

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

Asim Karim
Assistant Professor
Department of English
Gomal University
DIKhan
Pakistan
asim.karim09@gmail.com
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