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Exploring the Professional Development of English Teachers through Appraisal of TESOL Programs in Pakistani Universities
Abstract
The paper explores the professional development of English language teachers through the comparative study of M.A TESOL programs of two high ranked universities of Punjab and Sindh. The researchers using content analysis approach critically evaluated the M.A TESOL Scheme of Studies of two universities. The findings reveal that these universities award the same degree but substantial variation exists in both universities’ rationale, objectives, courses, teaching strategies and modes of assessment. However, significant similarities in above mentioned two MA TESOL Programs are also noteworthy, such as, disassociation of contents with Pakistani regional languages context, marginalization of a course about cultural pluralism and omission of the notion of World Englishes (WE) and the debate about English medium of instruction (EMI) in Pakistan. The researchers interviewed 10 faculty members of TESOL Programs of both universities about these omitted issues. It is recommended that the universities having MA TESOL Program should explicitly reflect Higher Education Commission (HEC) guidelines to maintain uniformity of contemporary trends in teaching
Authors
Dr. Humaira Irfan
Assistant Professor, Department of English, University of Education, Lahore, Punjab, Pakistan
Dr. Patricia Pashby
Senior Instructor, American English Institute, University of Oregon, Oregon, USA
Keywords
Cultural Pluralism, Modes of Assessment, Teaching Strategies, TESOL Programs
