INTEGRATIVE APPROACH TO TEACHING ENGLISH: TEACHERS’ PERSPECTIVES AND PRACTICES

Abstract

This research study draws upon a qualitative case study design through thematic analysis on teachers’ beliefs and practices related to integrative approaches to teaching English language at English Language Tuitions Centers (ELTCs) in Quetta, Balochistan. The data was collected via semi-structured interviews and classroom observations following a purposive sampling technique with 10 male and female English language teachers from different ELTCs at Quetta city. Based on the thematic analysis of the two types of data, five themes emerged. These themes included (a) Integrated ELT Approaches, (b) Integrated Classroom Activities, (c) Reasons for Integration of Various Approaches, (d) Impact on Learning the Target Language, and (e) Suggestions (to the teachers). These findings demonstrate that there is a growing acceptance for and the use of integrative approach to teaching English language by the teachers at the ELTCs in Quetta city by incorporating the diverse teaching & learning qualities of different approaches within the same classroom/session. This, in a way, is also paving a way forward to differentiated language teaching as well as adapting ways to meet the learners’ needs to a greater extent. However, it may be suggested that future researchers should look into more details in terms of variety of contexts and the impact of training and/or experience of English teachers influences the teaching styles in a post-method era.