Abstract
The present study analyzes the English textbook of Grade 8 published by Punjab Textbook Board in Pakistan in the light of student learning outcomes (SLOs) of four competencies: reading and thinking skills, writing skills, oral communication skills, and formal and lexical aspects of language of the latest English curriculum in Pakistan. Competency (C), standards (S), benchmarks (B), and SLOs are the parameters given in the National Curriculum. A semi-structured checklist was developed by the researchers, validated by three experts from the relevant field, and improved in the light of experts’ opinion and pilot study findings. To evaluate the textbook competencies and their SLOs, the evidence was sought from the textbook, and remarks were given in the last column (remarks/analysis) of the checklist. The results revealed that the textbook understudy focuses on reading comprehension only. There is thus a dire need to incorporate thinking skills, writing skills, oral/aural communication skills, and formal and lexical aspects of language in the textbook.
Highlights
English is declared as the medium of instruction in Pakistan from Grades 1 to 12, according to National Education Policy (Government of Pakistan, 2009), and taught as a compulsory subject from Grades 1 to 14
To improve the quality of pedagogy and learning, several measures have been taken in curriculum development to produce learners who are capable to combat with the persisting challenges as stated in the National Education Policy (Government of Pakistan, 2009), National Curriculum (Government of Pakistan, 2006), Sustainable Development Goals’ (SDGs) Vision 2025 (Toole, 2011), and Minimum Standards for Quality Education (Suleman & Hussain, 2014)
Thematic analysis was conducted in which the data were coded for concepts, phrases, and specific words (Neuendorf, 2017) leading to four language competencies: reading and thinking skills, writing skills, oral communication skills, and formal and lexical aspects of language provided against the given student learning outcomes (SLOs), and the emergent themes were interpreted with relevance to the objective of the study (O’Leary, 2014)
Summary
English is declared as the medium of instruction in Pakistan from Grades 1 to 12, according to National Education Policy (Government of Pakistan, 2009), and taught as a compulsory subject from Grades 1 to 14. The aim of the curriculum document was to develop and provide a comprehensive stepwise guide for teaching and learning English language, and equipping students with competencies and skills for academic and social communication/setting/ context to enable them to become active citizens, and autonomous and lifelong learners, and be able to represent Pakistan globally (Government of Pakistan, 2006). The focus of national standards was geared toward making students active citizens and lifelong learners, capable of acquiring knowledge, skills, and attitudes to entail the growth of their personal, social, and emotional skills. Rehman (2014) states that national standards describe the knowledge, skills, and attitudes that students are required to acquire and know and make them adapt to those particular key learning areas National standards aim to enable the students to apply and incorporate learning outcomes (to apply, analyze, and synthesize; to think critically; and to evaluate whatever they learn and acquire) inside as well as outside their classrooms. Rehman (2014) states that national standards describe the knowledge, skills, and attitudes that students are required to acquire and know and make them adapt to those particular key learning areas
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