LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 11 : 11 November 2011
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.

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Critical Thinking for Literature Teachers in
University Level Academic Stetting in Pakistan

Asim Karim

Abstract

A great body of literature establishes effectiveness of literature in enhancing language competency and cross culturalism. But it needs innovative teaching and learning approach. Cross Cultural awareness in particular ha s assumed greater significance in the face of strained tries and micro level conflicts between the western/American world and the Muslim world. In view of this situation, there is every possibility that greater the disparity/dissimilarity between the cultures as exhibited in Western/American literature, higher would be the possibility of cultural shock and cultural antipathy than cultural awareness.

The study argues that teacher of literature in English department at university level academic setting if trained adequately are in a superior position to use literary text to achieve the desirable objectives of cross culturalism and EFL competency of the learners. It will be argued that critical thinking skills if interfused in teachers’ teaching styles and class room practices will develop and increase their potential to use literary text for diverse purposes of achieving cross culturalism and enhancement of communicative language competence. It will also assist them to use Critical thinking activities to develop students’ personality and leadership qualities for playing productive citizenship role in their future lives.

Key words: Critical Thinking; cross culturalism. Personality development; communicative language

1. Introduction

English literature department are one of the most flourished and privileged departments in all public sector universities in Pakistan The reasons include better job opportunities to MA English graduates than those of other social science disciplines in the country, higher social standing as the society values proficiency in English and better chance of qualifying competitive central superior services examination for lucrative posts in civil/administrative departments in the country. Then most of the literature graduates end up in having jobs as teachers and subject specialists (in higher secondary schools, intermediate colleges) and as lecturers in degree colleges and universities.

In fact ratio of English Literature graduates getting job in education sector in both public and private institutes is higher than their induction in any other service in Pakistan. There is a also a common perception that MA English graduates are competent and qualified enough to teach English Language at all levels (primary, secondary and higher). Therefore they are also employed by Academies and institutes for teaching English language to mixed students groups in the evening across the country. This perception, however, is contrary to the fact that English Literature department are predominantly literature based and provide only introductory type courses in the area of TESOL/TEFL and EFL.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Asim Karim
Department of English
Gomal University
DIKhan Pakistan
asim.karim09@gmail.com
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