A Study of Pedagogical Problems in English at Daanish Schools, Punjab

A STUDY OF PEDAGOGICAL PROBLEMS IN ENGLISH AT DAANISH SCHOOLS, PUNJAB

By Nazish Khan Roll No. 09 SUPERVISED BY PROF. DR. MAMUNA GHANI

Session 2013-15

A THESIS SUBMITTED IN FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF

MASTER OF PHILOSOPHY

In English (Applied Linguistics)

DEPARTMENT OF ENGLISH The Islamia University of Bahawalpur

TABLE OF CONTENTS

Chapter Page

THESIS APPROVAL CERTIFICATE …………………… ii DECLARATION ……………………….……………………. iii FORWARDING SHEET…………………………………….. iv DEDICATION ………………………………………………. v ACKNOWLEDGEMENT …...……………………… …….... vi TABLE OF CONTENTS……………………………………... viii LIST OF TABLES……………………………………………. xi LIST OF FIGURES………………………………………….. xiii ABBREVIATIONS…………………………………………… xv ABSTRACT ………………………………………………….. xvi ONE INTRODUCTION TO STUDY 1 1.1 Statement of Problem……………………...... 1 1.2 Research Questions………………………………………………. 2 1.3 Motivation for Research…………………………………………. 3 1.4 Research Methodology…………………………...... 4 1.5 Research Setting…………………………………………………. 4 1.6 Objectives of the Study ………………………...... 4 1.7 Significance of the Study……………………………………...... 5 1.8 Delimitation of Study ……………………………………………. 7 TWO LITERATURE REVIEW 8 2.1History of English as a Status Language in Pakistan………… 8 2.2 EFL Background in Pakistan……………………………...... 10

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2.3 INTRODICTION TO DAANISH SCHOOLS SYSTEM…………… 12

2.3.1 Aims of Establishing Daanish Schools……………………. 12 2.3.2 Pro Poverty Initiative……………………………….……. 13 2.3.3 Audacity of Hope…………………...……………………. 13 2.3.4 Centers of Excellence Authority…………………………. 13

2.3.5Criteria for Granting Admission………………………..…. 15

2.4 Definition of Pedagogy……………………………………………... 16 2.5Theories Method in Language Teaching…………………….…….. 18 2.6. Definition of Teaching…………………………………………..… 20 2.6.1 Effective Teaching……………………………………...… 21 2.6.2Teachers’ Characteristics, Knowledge and Learning ….. 23 2.7 APPROACHES TEFL/TESOL- AN INTRODUCTION…………… 23 2.7.1 English Language Teaching (ELT) ………………………. 23 2.7.2 English Language Teaching (ELT) in Pakistani Institutions.. 24 2.7.3 English Language Teaching methodology in Pakistan……… 25 THREE RESEARCH METHODOLOGY 27 3.1 Area of the Study………………………………………………… 27 3.2 Data Collection Strategies………………………..……………… 27 3.3 Research Questions…………………...... 28 3.4 Research Traditions…………...... 28 3.5 Characteristics of Selected Research Methods……………….…. 30 3.6 Design of the Study…………...……………...... 32 3.7 Data Collection Instruments…………………………………….. 32 3.7.1 Questionnaires………………...…………………….… 33 3.7.1.1 Characteristics of a Good Questionnaire…… 34 3.7.1.2 Limitations of a Questionnaire….…………... 35 3.7.1.3 Questionnaire Construction and Administration… 36

3.8 Respondents……………………………………………..………… 37 3.9 Population………………………………………………………… 37 3.10 Sample…………………………………………...... 38 3.11 Collection of Data……………………………………………… 38 3.11.1 Pilot Study……………………………………………. 38 3.11.2 Date and Time of Data Collection………………….... 39 3.11.3 Response Rate……………………………………….. 39 3.11.4 Field Experience…………………………………….. 40 3.12 Data Analysis……………………………………………...…… 40 3.12.1 Methods of Data Analysis…………………………… 41 3.12.7Analysis of Questionnaire...………………………….. 41 FOUR DATA COLLECTION AND ANALYSIS 43 4.1 Results of the Questionnaire for Teachers……………….. 43 FIVE FINDINGS AND RECOMMENDATIONS 85 5.1 Research Questions……………………………………..……… 85 5.2 Contribution of the Study……………………………………… 86 5.3 Main Findings of the Study……………………………………. 86 5.3.1 Instructions in L2 in ESL Classroom ………………… 87 5.3.2 Students’ Mistakes in Grammar, Pronunciation and Spelling 87 5.3.3 Language Skills of the Students …………………….. 88 5.3.4 Training Courses for English Teachers …………….... 88 5.4 Recommendations and Remedial Measures…………………… . 89 5.5 Limitations of the Present Study ………………………………. 92 5.6 Suggestions for Future Researchers……………………………. 93 5.7 Conclusion……………………………………………………….. 94 REFERENCES…………………………………………………. …. 95 APPENDIX ‘A’ (Questionnaire for Teachers)...…….………………. 101

ABSTRACT

A STUDY OF PEDAGOGICAL PROBLEMS IN ENGLISH AT DAANISH SCHOOLS, PUNJAB

This study is an investigation into the pedagogical problems in teaching English at elementary level at Daanish Schools. Although this issue of pedagogical problems is multifaceted but this present study has explored pedagogical problems in the domain of the classroom and how it influences teachers and students in the process of learning and teaching English in ESL classroom. This study is very much important particularly in the context of Daanish Schools where learners are given the task to learn ESL without having any previous exposure. While exploring the pedagogical problems, the thesis draws on key bodies of literature in pedagogy, introduction of Daanish Schools System, EFL background in Pakistan and critical studies in an attempt to provide a framework for considering the research questions. The study employed a qualitative, interpretive research design involving questionnaire as a data collection tool.

Research was conduction in 14 Daanish Schools in Punjab Province. Total 66 ESL teachers participated in this study. The data was analysed through SPSS. The data analysis chapter analyzed the teachers’ expressed responses about the pedagogical problems in the ESL class. The findings of the study in general are that poor academic background of the students is the major problems for ESL teachers which can be solved through different remedial strategies.

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CHAPTER ONE

INTRODUCTION TO STUDY

This introductory chapter highlights the background to the study and discusses the problem addressed. This discussion is then followed by the research questions and objectives.

Additionally, research methodology and research settings of the study will also be highlighted indicating the focus. The significance of the study and the operational delimitations complete the chapter.

This is an exploratory study of teacher’s views regarding pedagogical problems in

English faced by teachers and students in teaching and learning English in Daanish Schools. The study was stirred up by the researcher’s observation of many years of teaching English language to young and adult learners. This study is an investigation to the issues which affect the teaching of English in ESL classroom at Daanish Schools and to make teachers’ teaching methodology more effective. The literature reveals that much has been written about pedagogical issues in general but very little about the pedagogical problems in teaching of English in Pakistan and particularly in Daanish Schools where no study about it has been conducted yet. The study employs a qualitative and interpretive research design involving questionnaires and semi- structured interviews.

1.1 Statement of the Problem

This research aimed to investigate pedagogical problems in teaching of English at Elementary level at Daanish Schools of Punjab, Pakistan. It is an obvious phenomenon that teaching English as Second Language at Elementary Level, where students do not have proper English language background, is a difficult task. This phenomenon emerges as Urdu is mostly used as medium of

1 instructions especially in state - run schools at primary level where majority of the students get their early education. Use of English is not encouraged in these schools. There is lack of focus on their hand writing, comprehension, creative work, vocabulary building and pronunciation.

Moreover, listening and speaking skills of these students are greatly ignored there. Thus, these students remain unable to develop a competence of English among them. When they come in

Daanish Schools in grade six, they face problems while communicating in English both in its oral and written form. Thus, the students remain unable to successfully cope with the academia where all the text books are composed in English and the medium of instructions is also English so they become disappointed. Similarly in ESL class room English Language Teachers also undergo so many difficulties to teach them in class room with a task to make the class interactive and to get them involved in learning.

In Pakistan, no research has been conducted so far on the pedagogical problems in

English at Daanish Schools. That is why, there arise some questions which need to be answered.

Most important questions are; What are the major problems faced by the students in learning

English at Elementary Level at Daanish Schools, Punjab? What are the factors that Daanish

Schools teachers take into consideration in planning their lesson? How do Daanish Schools’ teachers employ teaching methods and strategies in ESL classroom? How can students be motivated to learn English?

The object of the present research is to answer these questions and to identify the pedagogical problems and to suggest suitable measures and recommendations to alleviate these problems.

1.2 Research Questions

The following research questions have been explored during the study:

1. What are the major problems faced by the students in learning English at

Elementary Level at Daanish Schools, Punjab?

2. Which language skills of the students need more attention by the teacher in

English class?

3. What are the factors that Daanish Schools teachers take into consideration in

planning their lessons?

4. How do Daanish Schools’ teachers employ teaching methods and strategies in

ESL classroom?

5. How can students be motivated to learn English?

1.3 Motivation for Research

The researcher finds it essential to explain how she got engaged in study of pedagogical problems in ESL class at Daanish Schools and why does she choose to focus her research about pedagogical issues.

The background of the researcher is that of an English teacher first at Army Public

School and then as English teacher at Daanish School Rahim Yar Khan (girls campus). As an

English teacher, she realised that Pakistani students cannot learn English successfully only through L2 medium of instructions at school, particularly at elementary level. The students at

Daanish Schools come from the state-run schools where the medium of instructions is L1.

Consequently, without taking any help of Urdu language they fail to develop the competence of learning English only through L2 medium of instructions. They do not have L2 environment at schools and even teachers at these schools do not communicate in English in classroom.

Moreover, the socio-cultural background of these students is another important factor behind this phenomenon because they do not have L2 environment at home and in their surroundings as

3 well. So when these students join Daanish Schools, they face a lot of problems in ESL classroom where the medium of instructions is L2. This situation creates a lot of problems for the students and teachers as well and many pedagogical issues arise in ESL classroom.

This existing phenomenon at Daanish Schools inspired researcher to conduct her research on the pedagogical problems in ESL classroom.

1.4 Research Methodology

The study was carried out by using qualitative and quantitative research methods and data was collected by using research questionnaires as data collecting tool which contained twenty five close-ended statements.

1.5 Research Setting

The research was carried out at fourteen campuses of Daanish Schools situated in Punjab,

Pakistan. There are seven Daanish Schools at seven different tehsils of Punjab. Each Daanish

School has further two separate campuses for girls and boys respectively. Therefore, this very study was carried out at fourteen Daanish Schools i.e. Rahim Yar Khan, Chishtian, HasilPur,

Dera Ghazi Khan, Attock, Mianwali and RajanPur.

1.6 Objectives of the Study

This study will investigate the following objectives:

1. To investigate the basic problems faced by the English teachers and students of

Daanish Schools at elementary level in ESL class.

2. To elaborate which skills should be paid more attention by the teachers.

3. To find out suitable teaching methods of teaching English for Daanish Schools

teachers.

4. To explore the ways to improve teaching methodology of Daanish Schools teachers

and to recommend necessary amendments in it.

5. To suggest suitable steps for lesson planning.

6. To focus on the ways in which L2 may be taught more effectively.

7. To determine how much L1 should be used in ESL class.

8. To increase stakeholders' involvement in teaching and learning English.

9. To motivate students to learn English.

10. To throw light on the significance of A.V Aid as an important teaching tool in ESL

class.

1.7 Significance of the Study

The study of pedagogical problems in English is important as it paves a way to the hindrance in the process of teaching and learning English. That is why, this topic has been selected to deal all those pedagogical problems related to the ESL class faced by L2 learners at Elementary and

Intermediate level in Daanish Schools. Students of Daanish Schools face a lot of problems in learning L2 in traditional classroom settings where medium of instructions is English. Most of the time, students are unable to learn English through L2 medium of instructions in ESL class and face a lot of problems in term of comprehension, spelling, grammar, listening and speaking.

They feel at ease by the restricted use of L1 in the classroom. This research study has been organized to find facts based comprehension of all these problems related to pedagogy in teaching English at Daanish Schools.

Teacher’s own teaching methodology and techniques matter a lot in making the teaching- learning process more effective. Teacher’s problems in ESL class are tremendous because he has to teach English in a classroom where officially medium of instructions is English in practice

5 whereas ground realties in terms of students’ competence in English are grim. The students who join Daanish Schools in sixth class, when come to schools are normally very poor in English.

They have poor spellings, faulty grammatical pattern, poor listening and speaking skills and wrong pronunciation. Therefore ESL teacher’s problems are tremendous as he has to cover not only the syllabus but is expected to give 100 % result and at the same time he has to develop language skills among his students. Thus this present study will help to seek a fact based conclusion to settle all these pedagogical issues in teaching English at Daanish Schools.

Apart from all this, the present study will have a practical significance for all ESL teachers serving at Daanish Schools. After this research, ESL teachers may be able to bring essential amendments in their teaching techniques and methodology. The findings and conclusions drawn by this research study would be applied practically and it would also provide guide-lines for the authorities of Daanish Schools system.

It would be an intriguing topic for investigation as this phenomenon is very relevant to obstacles faced by Daanish Schools’ teachers and students at Elementary Level where they have to learn through L2 medium of instructions. In Daanish Schools, there are many students who come from village background. There is also a small number of students who come from

Madrassa background as well where the medium of instructions is L1 in vague. So, such students have to face many problems in ESL class in Daanish Schools. This topic has been selected to explore the pedagogical problems in teaching and learning process of English in the educational system of Daanish Schools. So, this study of pedagogical problems in teaching English has a practical importance for ELT in Daanish Schools.

1.8 Delimitations of the Study

The researcher has delimited this study of pedagogical problems in English by concentrating on

ESL class at elementary level only in Daanish Schools, Punjab. The research was conducted at fourteen campuses of Daanish Schools i.e. Rahim Yar Khan, Chishtian, HasilPur, Dera Ghazi

Khan, Attock, Mianwali and RajanPur.

CHAPTER FIVE

FINDINGS AND RECOMMENDATIONS

This chapter includes the conclusions of findings in relation to research questions and comes up with a few pragmatic recommendations to resolve those issues. It focuses on reviewing the contribution of this research study. The aims of this study are reviewed. The limitations and implications of the study are explored and explained. The chapter also suggests areas of future research.

5.1 Research Questions

This thesis set out to investigate the pedagogical problems in teaching English at Daanish

Schools. The researcher has divided various sections of the study into the following research questions:

1. What are the major problems faced by the students in learning English at

Elementary Level at Daanish Schools, Punjab?

2. Which language skills of the students need more attention by the teacher in

English class?

3. What are the factors that Daanish schools teachers take into consideration in

planning their lesson?

4. How do Daanish Schools’ teachers employ teaching methods and strategies in

ESL classroom?

5. How can students be motivated to learn English?

The basic objective of these research questions was to explore the reality in terms pedagogical problems in teaching English in ESL classroom at Daanish Schools. The results depict that an English teacher faces a lot of problems at elementary level. He has to face a

84 number of challenges in term of poor educational background of the students who get admission in six class at Daanish Schools. The results of the questionnaire highlight that most of the teachers face the problems of poor language skills, poor spellings, poor tenses, poor pronunciation on the part of students which slow down the processing of teaching English at

Daanish Schools. Most of the teachers think that training is very necessary for English teachers and there is no proper system of training at Daanish Schools for the novice teachers.

The study sought to explore the pedagogical problems and challenges being faced by

English teachers and to find their possible solution. Researcher’s arguments being that new comer students at Daanish Schools in six class, are very poor in grammar, vocabulary, pronunciation and basic language skills. Mixed ability students also cause problem in teaching

English effectively. English teachers face mental stress due to the pressure of getting good grades in annual examination. He has to improve students’ general language skills and competency along with covering syllabus. He has also to face the problem of overwork which also adds negative influence to his teaching.

5.2 Contribution of the Study

The researcher believes that this study of pedagogical problems has contributed in raising awareness among the ESL teachers at Daanish Schools Punjab. This study tried to explore the phenomenon of various pedagogical issues in teaching English as faced by the Daanish Schools teachers.

5.3 Main Findings of the Study

A number of findings are significant and have several theoretical and practical implications despite all the limitations to the present study. The following findings have been derived from the conclusions:

5.3.1 Instructions in L2 in ESL Classroom

This study has highlighted that students at Daanish Schools do not understand instructions in L2 properly because majority of the students belong to poor educational background. They have not got an air for L2 at their school and their home. Moreover, they mostly communicate with one another in their mother tongue or in Urdu. So, if English teacher uses only L2 in ESL class, these students have to struggle to understand it properly. Therefore, it is highly advisable for the ESL teacher to give instructions inL2 and then to translate it into L1 so that it might be easy for the students.

5.3.2 Students’ Mistakes in Grammar, Pronunciation and Spellings

This present research study has clearly pointed out that students at Daanish Schools commit errors in using correct grammatical structure, writing correct spellings and pronouncing words correctly. They commit glaring mistakes in the use of tenses. Their pronunciation at their primary school level has not been focused so they have faulty pronunciation. Moreover, teacher’s own faulty pronunciation has also influenced them resulting in poor pronunciation. So, such students arrive in Daanish Schools with poor spellings, grammatical structure and poor pronunciation causing great pedagogical problems for English teacher in ESL. English teacher has great stress in English class due to this poor condition of students because he/she not only has to improve language skills of students but also he has to cover the syllabus in order to meet the requirements of the examination as the performance of the students is only judged by paper manifestation in Daanish Schools. Consequently, an English teacher is not considered successful teacher unless his/her students get good marks and higher grades in annual examination.

5.3.3 Language Skills of the Students

This study also highlights that the language skills of the students at Daanish Schools are poor particularly their listening and speaking skills are highly poor. Although L2 in English classroom is very much encouraged at Daanish Schools but students at six class come with poor language skills. So, teacher also finds it hard to make use of L2 thoroughly at elementary level. According the opinion of English teachers, listening skill of the students needs immediate attention by the

ESL teacher in classroom. Moreover, examination system does not evaluate the listening skill of the students which also causes carelessness in taking steps to improve this skill. Owing to the pressure of examination and results, English teacher cannot afford to spend much time over the improvement of listening and speaking skills of the students.

5.3.4 Training Courses for English Teachers

It is a worldwide admitted fact that a teacher is an integral part of an educational system. It is the teacher who is responsible for most of the successful implementation of educational plans and process. No step in education can improve quality of education unless there are well qualified, well experienced and well trained English teachers to impart quality education in teaching

English. In order to target quality education in teaching English as second language, English teacher should have quality training.

This research shows that there is no proper system of teachers’ training at Daanish

Schools. Most of the time novice teachers are fresh graduates without any prior teaching experience who join Daanish Schools without any induction training which causes a lot of pedagogical problems in teaching English. Such teachers lack the knowledge of classroom management, lesson planning, delivering intrusions and handling the mixed ability students.

They can come over such difficulties by proper tracings. There should be one month compulsory induction training for novice teachers.

5.4 Recommendations and Remedial Measures

In order to solve the pedagogical problems and accelerate the language learning-teaching process in ESL classroom at Daanish Schools, the study suggests several pragmatic recommendations for the teachers to resolve the pedagogical problems which arise due to poor academic background of students and some other factors.

Following are some of the recommendation and remedial measures dealing with the above mentioned pedagogical problems in teaching English. These remedial measures will certainly be helpful in solving these problems.

I. Select the teaching materials most appropriate to the needs of the learners for their

proficiency in L2.

II. Divide students into different learning groups according to their mental level or

previous grades or their current performance.

III. Inculcate learners the significance of using L2 in English classroom.

IV. Repeat grammar games and classroom activities for learners’ better understanding

to aid and accelerate the learning process.

V. Use L2 in the class because teacher is the role model for the student and his L2

use encourages the learners towards use of L2.

VI. Establish interaction between teacher-student and student -student. It will help the

students to shun their hesitation in speaking.

VII. Motivate learners for tasks with the help of warm-up activities.

VIII. Make discreet use of audio-visual aids if they are available in ESL class. Sensible

use of A.V Aids can be very fruitful for the students to learn and improve their L2

competency.

IX. Motivate the students by different activities like sentence-completion, story-

completion, picture story, and storytelling because it can play a very pivotal role

in increasing learner’s interest in L2 learning.

X. Arrange public speaking and dialogue performance for specific days. It will help

in enhancing speaking skill of the students.

XI. Make the students listen to English songs and watch English movies in the ESL

class or advise them to watch at home. It can be really beneficial activity for

improving their listening skill.

XII. Design classroom tests in such a way that may help students improve their L2

skills, if the syllabus contents and examination system permit.

XIII. Pay special attention on teaching correct pronunciation.

XIV. Teach spellings of difficult words with some special activities and always mark

the wrong spelled word in written work giving correct version in margin of the

note-books

XV. Pay special attention on grammar of the new comers in class six in the beginning

of ESL class.

XVI. While teaching grammar of English, pay more attention of teaching tenses.

XVII. Provide an opportunity for students to clarify their understanding of the learning

goals of L2.

XVIII. Focus on providing same handwriting pattern for all students of English.

XIX. Choose meaningful context to improve their learning.

XX. Conduct activities focusing on all four skills.

XXI. Create tasks for self-direction, ownership and group effort.

XXII. Arrange one month compulsory induction training for the novice English teachers

focusing on classroom management, lesson planning, activity based teaching and

motivating students.

XXIII. Introduce authentic assessments covering all language aspects.

XXIV. Always plan lesson well before teaching some topic.

XXV. Language is a comprehensive combination of grammar, vocabulary and tenses. In

order to improve learners’ language on all these three dimension, it is advisable to

use GTM in teaching English.

XXVI. Text must be taught with the help of Urdu.

XXVII. Difficult lexical items can be underlined and students can be asked to underlined

and learn the vocabulary.

XXVIII. Synonyms, antonyms of the vocabulary can be given with correct usage.

XXIX. Students can be asked to convert part of speech for the underlined words.

XXX. For tenses, it is not effective to use GTM. Instead, situational activities can be

adopted.

XXXI. In mixed ability classes, it is better to use pair work. Smaller groups of mixed

ability can perform in coordination. Members should help each other.

XXXII. At next level similar activities and tasks as the previous one can be given at

individual level to evaluate students’ performance.

XXXIII. Teacher can design lesson using bilingualism.

XXXIV. The difficulty level of the lesson plan must go from easy to difficult.

XXXV. In order to improve lesson planning faculty of the teachers, teacher must be aware

of the educational background of the students.

XXXVI. Pre-lesson warm up activities must be planned to motivate the students.

XXXVII. Activities, other than traditional ones must be included.

XXXVIII. Execution of the lesson plan in its spirit must take place.

XXXIX. A teacher who plans well, must be rewarded.

XL. Teachers’ training sessions must be conducted before he/she joins the profession.

XLI. Mock-teaching session must take place

XLII. During training, practical problems must be discussed and solution must be

sought out.

5.5 Limitations of the Present Study

This study was carried out in fourteen campuses of Daanish Schools of Punjab where qualified teachers and good resources are available. The reliability of some statements of the questionnaire was moderate and may therefore have affected the outcomes of this study. Future research studies have to ensure that all statements are highly reliable.

This research was to be completed in one year; therefore, it focused on the teachers’ views about pedagogical problems in teaching English at Elementary Level in Daanish Schools.

It would have been more beneficial if teachers of other subjects would have been included in the study for getting their views about pedagogy. Furthermore, in the present study students have not been involved directly. It would have been far better if there would have been a questionnaire for the students as well to get their own personal opinion. This was done through teachers view about students’ problems in learning English in ESL class. Teachers were not asked about their

91 ideas regarding the content of syllabus because syllabus which is provided by the department, and they depend on what was contained in the syllabus and they had no control over the content.

Asking teachers about their views about the content of materials that they see suitable for their learners may add useful insights to the study. Teachers’ insight in respect of examination was also not got.

5.6 Suggestions for Future Researchers

As mentioned earlier that research on the topic understudy is at the initial stage rather this present study is the first study in context of Daanish Schools. Throughout this study, the researcher has been investigating pedagogical problems in English. More research into the phenomena of pedagogical problems in English can help future researchers to explore further issues related to pedagogy and teaching methodology at different levels at Daanish Schools. In future, more studies should be conducted which go beyond the capacity of the present research study. In the following pages the researcher suggested some areas for further studies that need to be investigated in the field of pedagogical problems in the context of Daanish Schools.

Future researchers can explore the following issues derived from the present research study:

 Need of co-ordination between the policy makers and practitioners about syllabus

designing at Daanish Schools

 Incorporating cultural pluralism in the curriculum of Daanish Schools

 Studying the role of motivation to develop self-confidence among students for L2

learning at Daanish Schools

 Investigating students’ common mistakes in pronunciation

 Weak areas of students in grammar

 Common mistakes of writing correct spellings

 Study of students language skills

 Study of mixed ability students and remedial suggestions in context of Daanish Schools

 Significance of teachers’ trainings in effective teaching methodology

 Role of Urdu in teaching L2 in ESL class at Daanish Schools

 Pedagogy, Curriculum, Teaching Practices and Teacher Education in Daanish Schools

5.7 CONCLUSION

In Developing countries like Pakistan, it is a mile stone that the institutions like Daanish Schools have been established in the most backward and less privileged areas particularly in Southern

Punjab. The primary aim of establishing Daanish Schools was to provide quality education to the poorest of the poor in Southern Punjab who cannot afford the expenses of quality education and to provide them equal chance and playing field in the society.

In short, in order to sum up, it is argued that the research study depicts that the study sought to explore the pedagogical problems and challenges being faced by English teachers and to find their possible solution. Researcher’s arguments being that new comer students at Daanish

Schools in six class, are very poor in grammar, vocabulary, pronunciation and basic language skills. Mixed ability students also cause problem in teaching English effectively. English teachers face mental stress due to the pressure of getting good grades in annual examination. He has to improve students’ general language skills and competency along with covering syllabus. It is hoped that the findings and recommendations of this study will help make more teachers and authorities aware of the pedagogical problems in teaching English in the ESL classroom and stir further studies and insights in this area of pedagogical problems at Daanish Schools, Punjab.