Purposeful change? Changing the teaching of reading in a regional university in Pakistan

Abstract

Abstract ‘The teacher who works for or allows status quo is the traitor. Purposeful change is the new norm in teaching’ [Fullan, M., 1993. Change Forces: Probing the Depths of Educational Reform. Falmer, London.]. The University of Sindh, Jamshoro, Pakistan (USJP) is the main provider of tertiary education in English in the province of Sindh. However, concern has been expressed about the English literacy skills of USJP graduates, something which has been said of similar regional universities in Pakistan. This may link to the fact that in USJP, as elsewhere in higher education in Pakistan, reading is taught in lectures. As a basis for developing new sets of beliefs and practices, the present study examines one intervention in the teaching of reading at USJP by looking at what is going on in both existing reading classes and new style reading classes with a view to making a comparison between the existing and new methods. The new methods of teaching reading were introduced by one of the researchers. The classes were videotaped and reflected upon retrospectively. The traditional classes were also videotaped and one of the researchers made field notes. Additional data sources included interviews of students and teachers. Findings show two contrasting roles of teacher-as-performer in the traditional classes and teacher-as-manager in the new-style classes. The student’s role in the traditional classes was generally passive but some students were able to engage in argument with the teacher. In the new style classes students interacted with both teacher and their classmates and in many parts of the lesson played a very active role in the class. The existing classes have a simple three-part structure in which the teachers control interpretation of the text and classroom interaction with consequentially fewer opportunities for student-participation. In contrast, the new style reading classes are more complex in their structure and allow students a direct access to the text and interaction with teacher as a facilitator of the classroom activity.