LANGUAGE IN INDIA

A Study of the ELT Teachers' Perception of Teaching Language
through Literature at the Higher Secondary School
and Degree Levels in Pakistani Milieu

Zafar Iqbal Khattak M.A. Ph.D. Candidate
Saiqa Imtiaz Asif, Ph.D.
Bashir Khan Khattak, M.A.

Abstract

In Pakistan, ELT courses at the higher secondary school and degree levels do not provide ample opportunities for the fulfillment of governmental objectives (Hafeez, 2004). Over the past two decades and because of the influence of linguistics as a discipline there has generally been felt the need for revising the existing ELT courses at both the levels.

The present study was designed with the intent to find out the soundness of such a generally observed and overtly done criticism of ELT courses at the target levels.

The methodology, we used, was centered on the teachers' perception of ELT courses at both the target levels. The data collected were primarily quantitative in the form of a short survey. The structure of the survey was based on a short questionnaire of 9 items asking for teachers' perception on these courses.

The questionnaire was administered to a randomly selected sample of 226 English teachers who were actively involved in the teaching of English both at the higher secondary school and degree levels across the country.

The results, obtained through the SPSS Statistics Version 17 analysis showed that the teachers were least satisfied with the courses they were teaching. According to their perception, the content of ELT courses predominantly carries literature components, lacks opportunities for teaching the four language skills and, therefore, needs to be revised.

The study suggested that future ELT curriculum designers should think about the inclusion of local culture in the curriculum, make the courses need-based, and bring in internal harmony in these respective courses in terms of focusing on teaching language through literature.

Introduction

Over the past two decades, there has generally been a common desire among ELT experts to look for a meaningful balance to help achieve most of the set objectives in the curriculum of English for academic purposes in Pakistan. Usually, this urge refers to the balance between language and literature in ELT courses. For instance, recently Siddiqui (2007: 166) insists on, "A more balanced approach is required in our curriculum, i.e. a productive blend of language and literature".

The reason behind this urge is simple.

At present, unfortunately in our schools and colleges, we come across mainly literature based text-books in ELT courses at different levels. "The syllabi at various levels lay least emphasis on listening and speaking skills. Most of the textbooks are literature-based. As in many other developing countries, the emphasis is on 'classics' or a 'high caliber' literature" (ibid, 2007: 151). As most of the writers and editors of the textbooks have the background of literature only, they consider English to be English literature only. Siddiqui criticizes them as he maintains, "Their passion for literature is manifest in the course-books designed by them which expose the students to 'great literature' without helping them to improve their basic language skills" (ibid, 2007: 151).

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