Abstract
English is a second language (L2) in Sindh, Pakistan. Most of the public sector schools in Sindh teach English as a subject rather than a language. Besides, they do not distinguish between generic pedagogy and distinctive approaches used for teaching English as a first language (L1) and second language (L2). In addition, the erroneous traditional assessment focuses on only writing and reading skills and the listening and speaking skills of L2 remain excluded. There is a great emphasis on summative assessments, which contribute to a qualification; however, formative assessments, which provide timely and continuous appraisal and feedback, remain ignored. Summative assessment employs only paper-and- pencil based test, while the other current means of alternative assessments like self-assessment, peer-assessment, and portfolio assessment have not been incorporated, and explored yet. Teaching English as a subject not as a language, employing summative assessment not formative, depending on paper-and-pencil based test, and not using the alternative modes of assessment are some of the questions this study will deal with. The study under discussion suggests that current approaches employed for teaching English are misplaced as these take a subject teaching approach rather than a language teaching approach. It also argues for the paradigm shift from a product to process approach to assessment by administering modern alternative assessments.
Highlights
The undertaken study encompasses the issues and problems of teaching English as a foreign or secondary language in the public sector schools and colleges of Sindh in particular and Pakistan in general
English language has been taught as a subject rather than a language in state sector schools
As the focus of this study is to analyze and evaluate the practices and approaches deployed for the teaching and assessment of English language in the government run public sector schools and colleges of Sindh; teaching and assessment approaches used in other educational institutes are not taken into consideration for drawing generalization and conclusion
Summary
The undertaken study encompasses the issues and problems of teaching English as a foreign or secondary language in the public sector schools and colleges of Sindh in particular and Pakistan in general. There are significant differences between approaches, methods, and techniques incorporated for teaching a subject and a language. The pedagogical differences of teaching L1 and L2 have not been considered distinctively and incorporated while teaching languages in the public sector schools and colleges of Sindh. The L1 learner comes with considerable competence in two skills, that is, listening and speaking and the school helps him/her in the acquisition of the remaining two skills of language, that is, reading and writing. The current practices of teaching English only focus on reading and writing, whereas listening and speaking remain ignored both in teaching and learning and assessment process
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