Academic Paper on Review of National English Curriculum for Pakistan

1. RETHINKING LANGUAGE FOR A DIVERSIFIED CONTEXT
– reviewing the National Curriculum of Pakistan for English Language
ABSTRACT
The paper analyzes the National Curriculum of Pakistan (Ministry of Education, English
curriculum for classes I–XII, 2006) from a learner-centered ideological perspective. It evaluates
the appropriateness of the curriculum for the diverse contexts of Pakistan and the possibility of
its implementation on a wider scale.
The curriculum does acknowledge the diverse contexts with uneven availability of
resources in its statement of philosophy. However, the conceptualization and documentation of
subsequent chapters is concerned more towards standardization. There are no guidelines on
implementing various standpoints such as integration of skills and thematic learning. Moreover
curriculum focuses more on conventions than language use and performance. In such milieu,
assessments are exclusive of teaching and learning and are carried as one-off paper-pencil test
event. This paper attempts to review the learning and assessment based expectations of
curriculum and provides recommendations for possible changes in the documented policies such
as „Experiential and Need-based Integrated Alignment‟ of benchmarks of competencies,
inclusion of few chapters and change in assessment framework. It also gives implications for the
actual practices.
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2. TABLE OF CONTENTS
Abstract ........................................................................................................................................... 1
Introduction ..................................................................................................................................... 3
Rationale ......................................................................................................................................... 3
Literature Review............................................................................................................................ 4
Overview of the Curriculum ........................................................................................................... 4
Methodology ................................................................................................................................... 5
Findings........................................................................................................................................... 6
Analysis........................................................................................................................................... 7
1. No Guidelines for Integration .............................................................................................. 7
2. Focuses on Conventions ...................................................................................................... 8
3. Assessment is Exclusive of Teaching and Learning ............................................................ 9
4. Assessment is Summative and Grade Based ....................................................................... 9
Recommendation ............................................................................................................................ 9
1. Experiential and Need-based Integrated Alignment ............................................................ 9
2. Inclusion of Chapters ......................................................................................................... 10
3. Changes in Assessment Framework .................................................................................. 10
Implications................................................................................................................................... 11
Conclusion .................................................................................................................................... 13
Appendix A ................................................................................................................................... 14
Appendix B ................................................................................................................................... 22
Appendix C ................................................................................................................................... 26
Appendix D ................................................................................................................................... 28
REFERENCES ............................................................................................................................. 29
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3. INTRODUCTION
English is considered as a language which leads to the national development and
individual‟s growth in socio-economic conditions (Shamim, 2008). However, there is always a
debate that, are we employing it in our curricula with proper consideration to specific needs and
availability of resources in our sub/contexts of urban and rural population?
This academic paper discusses my analysis on the wide scenario of National Curriculum
(Ministry of Education, English curriculum for classes I–XII, 2006) with specific emphasis on
the areas of learning and assessments, emerging out of a review activity. The review was
conducted along with four other course participants for CTLA1 course in M.Ed. program at
AKU-IED2. Learner-centered ideological lens was used to evaluate the appropriateness of the
curriculum for the diverse context like Pakistan and henceforth, provides recommendations for
possible changes in the documented policies and gives implications for the actual practices.
RATIONALE
Learner-centered ideology has been selected for the review as language use is based on
an individual‟s need for personal and social meaning-making processes (Tudor, 1996). Long
focus on social efficiency or academic scholar has lost learners interest in functional use of
language and English has been tread as a scholarly subject than a language (Siddiqui, 2010).
Moreover, according to Article 30 of Universal Declaration of Human Rights, each child
has right to have his/her mother tongue as medium of instruction (United Nations, 1948).
Undoubtedly, English is an imperative language for economic development and communication
in a globalized world. However, before conceptualizing the instruction of language in curricula,
we need to think about whose interest the language serves. If “there is political will for
developing increased levels of literacy in English” (Shamim, 2008) then there is a dire need to
rethink about how English can be taught as a language which fulfills the need of a particular
context rather than the political agendas.
1
Curriculum, Teaching, Learning and Assessment
2
Aga Khan University – Institute for Educational Development
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4. English serves as either second or in most cases as foreign language for Pakistanis
(Rahman, 2004). In such multilingual setting, learner-centered ideology fits English curriculum
where child‟s and teacher‟s growth according to their own needs rather than subject (Ministry of
Education, National Educational Policy, 2009, Pg. 20) or societal demands. Furthermore, the
curriculum is also organized based on competencies and not subject content which puts stress on
usefulness based on needs.
Hence, I strongly believe that learner centered approach will help in identification and
fulfilling needs according to diverse contexts.
LITERATURE REVIEW
Learner-centered ideology is based on the educational philosophy of Rousseau and
Dewey. The basic premise of this theory is that curriculum should be focused on the needs of the
individuals rather than societal or academic needs. It advocates that the goal of education should
be growth of all stakeholders of the educational process, especially the learners (Schiro, 2008).
There is a specific emphasis on aligning the learning aims with the learner‟s own unique
social, emotional and physical attributes (Rugg & Shumaker, 1928 as cited in Schiro, 2008). For
effective learning and continuity of growth, the ideology proposes experience as the key learning
process embedded in the real-life context (Dewey, 1998).
If learner‟s experiences are of value the corresponding needs and concerns relating to the
(educational) experience should be the cornerstone of curriculum development and
implementation processes. Therefore, “the people are… the source of content for curriculum.”
(Schiro, 2008, p. 5)
OVERVIEW OF THE CURRICULUM
The curriculum is a standard-based where four language competencies have been
highlighted such as Reading and Thinking, Writing, Oral Communication and Grammatical
skills. An additional competency of ethical and social development is also included. Standards,
benchmarks and learning outcomes have been outlined separately for each competency. There
are individual chapters on introduction (including statement of philosophy), text types and
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5. themes, classroom methodology, assessment, guidelines for material development and teacher‟s
training.
METHODOLOGY
The methodology adopted for this review was largely based on document analysis.
Former to the actual analysis, the rationale for selecting an ideology was build through
examining human rights document and the contextual realities. The analysis of documents
involved a systematic procedure (Merriam, 1998).
First the philosophy of the curriculum and underpinned competencies (C), standards (S),
benchmarks (BM) and outcomes for language learning were compared with the principles
underlined in the literature related to learner-centered ideology.
The analysis of findings was conducted. Again, contextual researches and books were
consulted to provide recommendations and practical implications. As this review was a
conducted in a group setting, various discussions helped to refine the views and at some
instances brought understanding of contextual diversity.
Document Analysis
Literature on Ideology Curriculum Document
Comparision with
International Documents
Literature on Contextual Realities
like UDHR, Handbooks & IB Curriculum
Findings and Analysis
Recommendations Implications
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6. FINDINGS
The following are the findings after the document analysis conducted for understanding
the viewpoints of English Curriculum on learning and assesment in relation to learner-centered
ideology.
1. Ministry of Education, English curriculum for classes I–XII (2006) views effective
learning as “spiral progression with a major focus on development of skills rather than on
content” (p. 2). Learning is multidimensional where skills are learned through integration of
individual skills (p. 2) and use of thematic approach (p.143). At documentation, it is similar to
the principle for learning in the learner-centered ideology as integrated and not atomistic (Schiro,
2008). Though the curriculum talks about integrated skills but each competency has its own sets
of standards and benchmarks. A separate chapter on suggested themes has also been included in
the curriculum.
2. In contrast to the learning as experiential and naturally enjoyable, the curriculum
presents the standards and the corresponding benchmarks in a structured manner where fluency,
accuracy and different genres of text are focused and not the experience of engaging in language.
For example, standard 1 for competency of writing skills says, “all students will produce with
developing fluency and accuracy, academic, transactional and creative writing, which is focused,
purposeful and shows an insight into the writing process (C2, S2)” (p. 12). Grammar is not an
inclusive component but holds a separate competency.
The ideological principle of learner-centered ideology which appreciates diverse learning
styles is found in the curriculum at few places. Though examples of different text types and few
activities have been listed which highlights different learning styles and experiential learning but
the standards, benchmarks and outcomes are not aligned with them. Though benchmarks at
elementary level propose creative ideas such as cartoon strips, role-plays and speech bubbles as
proposed in ideology, however at later stage a lot of emphasis has been given to conventions.
The same can be found in standard 1 of oral communication skills which expects, “all students
will use appropriate social and academic conventions of spoken discourse” (p.14).
Moreover, the concept of meaning-making (not the transfer of information) in ideology is
very implicitly addressed in learning outcomes of curriculum, such as “make simple inferences
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7. using context of the text and the prior knowledge” (p. 40) and “relate what is read to their own
feelings and experiences” (p. 41) in reading and thinking skills (C1, S1, BM2).
3. As far as assessment is concerned, the ideology considers assessment as a process
which facilitates the growth in learning i.e. continuous whereas the chapter on assessments in the
curriculum considers it as testing knowledge having 60% weight-age (p.158) and providing
feedback on weaknesses during and at end of annual year through tests based on curriculum
guidelines. Ideology proposes formative assessment; the curriculum also features this notion but
at the same time puts an emphasis on summative assessment (p. 153).
4. Ideology considers the methods of authentic assessments like portfolio assessment, self
and peer assessment, teachers‟ diaries and informal anecdotal records, reflective journals etc. but
the curriculum relies on paper-pencil tests, teachers observation and some performance-based
tasks where peer and self-assessment is also proposed (p. 154 – 156). Ideology asks to follow
practice of giving lengthy reports and avoiding numerical grades where as the curriculum asserts
for percentage and grade system with use of rubrics to assess oral skills (p. 157-159).
ANALYSIS
As a language teacher, I find this curriculum as an effective document as it outlines the core
requisites for achieving proficiency in each competency. However, if we see it from a learner-
centered ideological perspective, the articulation and presentation of the curriculum does lose
sight when it comes to presenting the material in a way which can facilitate firstly the learning
through integrated instruction and secondly satisfying students‟ varied needs. Learning in the
curriculum does not represent how one skill can be merged with the other or how one
competency can help in building another at the same time. Moreover, assessments do not signify
growth.
1. No Guidelines for Integration
As far as learning processes are concerned, the curriculum talks about integration of skills
but provides no framework or pedagogical content knowledge about the ways of integration.
Moreover, curriculum in its philosophy is integrated but the division and presentation of various
competencies individually with its specific standards and benchmarks seems to serve the purpose
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8. of an atomistic curriculum and not an integrated one. Theme-based learning and teaching has
been proposed for managing the focus on integration of skill (as content in such approach is
familiar and easier to comprehend). However, no practical guidelines have been provided for
planning and implementing themes.
2. Focuses on Conventions
Curriculum puts less emphasis on self-expression and more on abiding rules. It talks
about the processes involved in reading, writing and oral communication but it expects to
develop understanding of the conventions through these processes and not to provide
opportunities creative expression and meaning-making through experience. The curriculum
asserts that competencies and its concepts should be first introduced and then practiced which is
similar to drilling and opposite to the experiential method. In this way, it ignores the core
concept of experience proposed by John Dewey, the key proponent of learner-centered ideology.
When experience is ignored, the child‟s meaning-making ability and processes are also
compromised.
This disposition is very much clear in the outlook through which curriculum approaches
competencies. Heavy dependency on receptive skills such as reading and grammar is evident as
these garner a greater number of standards which shows that the purpose of curriculum is geared
towards knowing the rules, words and word-by-word reading. In such case writing and speaking
skills which are experienced through interaction take back-foot, where rules are actually applied
after learning. Additionally, writing and reading has been projected in a simplistic manner
without acknowledging the need of not one but multiple experiential-based standards for diverse
contexts. Eventually, gifted (advanced level) or special needs students are also excluded in such
approaches.
However, individual learning styles have been incorporated where graphical organizers
for comprehension and expression have been applied. There is also a mention of variety of texts,
genres and activity examples but it has not been identified whether a genre of text is listed for
reading or writing or speaking purpose or all of those functions.
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9. 3. Assessment is Exclusive of Teaching and Learning
The curriculum does give an illusion of continuous assessment but one cannot assert the
reliability of feedback because of the assessment and reporting methods; assessment is
considered as separate and not a part of teaching.
Though the curriculum is competency based, the curriculum gives 60% weight-age to
conventional knowledge. In reporting, it compares the ability among students and expects to
meet all standards. However in our diverse contexts, it is not possible to achieve all benchmarks.
English is not a native language so academic excellence should not be imperative, that too on
knowledge of rules and not functional performance.
4. Assessment is Summative and Grade Based
There is no reflection of formative assessment on students‟ final result as summative
assessment seems to dominate the evaluative practices. Moreover, the formative assessment
seems to be prototype of summative which includes test-based methods and homework. The
curriculum recommends allocation of particular standards in tests based on specific percentages
(p. 159).
In contrast, the assessment should be conducted for learning purposes and to satisfy
students‟ needs and not the expectations based on percentages. Through such approach, it is also
assumed that learning takes place due to extrinsic motivation of grades and percentage.
Innovative and authentic assessment techniques are found missing in the curriculum.
RECOMMENDATION
1. Experiential and Need-based Integrated Alignment
In order to align the curriculum with variety of needs and integrated approach towards
learning, it is recommended that standard should be based on a need and meaningful such as
communicative, pleasure or academic. This standard should be same for all competencies under
which benchmark for each competency should outlines. As assessment in our culture influences
the pedagogies throughout the year (Siddiqui, 2010), therefore text types and assessment
(pertaining to different learning styles) for each standard should be mentioned parallel to the
benchmarks of the competencies (Refer Appendix A). The reframing of propositions gives more
opportunities for meaning making. This alignment would guide teachers about how to integrate
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10. these skills and assessments would compel teachers to introduce experiential learning through
activities and projects which can be counted in formative assessments.
2. Inclusion of Chapters
Our curriculum has only outlined themes which are not enough. Separate chapters /
articles on thematic approach and integration of skills are needed to be included so teachers can
select appropriate topics and corresponding texts according to the contexts and implement it.
Teacher Guide-books should be prepared in this regard so they are aware about experiential
learning pedagogies. Use of Graphic Organizers and Reflective Exercises should be included in
all competencies (Refer Appendix B for samples). Addition of chapters on inclusive educational
practices is proposed so students in diverse contexts with varied ability could be facilitated.
3. Changes in Assessment Framework
Firstly, the purposes of assessment should be reframed and articulated correctly. It should
include following purposes,
Assessment as an integral part of instruction.
Assessment to diagnose student‟s learning and moving ahead.
Assessment for enhancing student‟s self-concept and sense of efficacy.
Assessment as a guide for student to assess their own learning and organize their
academic and personal targets.
Assessment to compare child with his or her own abilities and satisfaction of
needs rather than his/her counterparts.
Methods of assessment should be aligned with benchmarks and learning outcomes
including innovate and cost-effective ways and not merely varieties of paper-pencil response-
based tests (Refer Appendix A). Teachers should be trained to formulate authentic assessments
according to the needs of the students and rubrics (Refer Appendix C for sample) for marking
their achievements. Assessment should not be limited to evaluate learning achievements but
should also be used to understand learning needs (Refer Appendix D for sample). These sheets
can help teachers to gauge student‟s needs and learning styles.
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11. Rather than providing a report card, log-sheets should be maintained that are formulated
and provided by district officers so context should be considered. Detailed feedback in form of
reports and letters should be addressed to students so they can be engaged in improvement
process so reporting and results are no longer one-off events for communicating parents and
concerned authorities about students. The weightage would be ignored in such systems and
students will be seen on their positive and improvement till secondary school. More than
knowledge of conventions, assessment of application of language should be encouraged through
this document as learner-centered ideology is concerned with “not what students know about
language but what they do with the language” (Nunan, 2000).
IMPLICATIONS
In order to apply these recommendations in order to shape a learner-centered curriculum,
certain step would have been taken by concerned authorities.
Implementation Child Needs
Human Resource Curriculum
Development Revision
Proper
Dissemination
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12. Curriculum revision and dissemination needs to be carried out by Curriculum Wing. In
revision and for inclusion of context relevant chapters, localized research and text will be
required for analysis for appropriate content production. At the same time, Ministry of Education
will have to form partnership with publishers to provide variety of textbooks, resource materials
and teachers‟ guide which are contextual relevant and is of varied proficiency levels as urban and
rural contexts have different needs but maximum room for growth should be assured through
increasing difficulty level at higher stages.
As learner-centered curriculum puts high responsibility on teachers pedagogical
knowledge and expertise for its successful in implementation in classroom settings, teacher‟s
training have to be conducted where master trainers for each district should be trained. Firstly, it
would be important to educate them how to select texts and pedagogies which are relevant to
contextual and students‟ need and how standards and learning outcomes should be prioritized as
achievement of all of them is an impractical expectation to be set. It is imperative as thematic
thinking, integration of skills and authentic assessments are notions which are new in our context
which would also lead to professional growth of teachers.
To implement such pedagogies, a lot of planning and organization would be required for
which teaching load needs to be reduced. With already a shortage of teachers, such curriculum
would not only need human resource development but also expansion. Students training on self
and peer assessment would also be needed to implemented by teachers after their own training.
Assessment system needs to be re-conceptualized and restructured. The assessment
framework which currently is under district offices (Shamim, 2008) in public context needs to be
changed so these can be part of classroom learning processes. School should have liberty to
design assessments which needs to be submitted to district officers for approval. Samples could
also be collected from schools for monitoring purposes.
Increased investment in education sector by Government of Pakistan would improve the
teaching and learning process with more opportunities for carrying revisions, trainings and
providing infrastructure and resources.
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13. CONCLUSION
The curriculum serves as a reasonable for the second-language learning. However, in
contexts where English is seen as a foreign language, the need of learners should be considered.
For such purposes standards should be revised and all benchmarks should be aligned through
integration of skills. Therefore, it is important to restate the learning goals of curriculum
document so the teachers can implement it easily for their context. More work on pedagogical
support to teachers through workshops is also needed. Assessment system needs to be re-
conceptualized, restructured and decentralized. Moreover, the child‟s and teacher‟s growth is an
imperative not only academic achievement in terms of numerical presentations.
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14. APPENDIX A
The alignment contains reframed and restructured the proposition in different chapters of
National Curriculum for English Language. Existing SLOs can be fitted accordingly with minor
reframing by including experiential and meaning-making action words.
Standard 1
Students can discover, analyze, understand and use the language for communicative purposes through
meaningful tasks which are experiential in nature.
Benchmarks
Grade Reading and Writing Oral Formal and Text Types3 Assessments4
Thinking Communication Lexical Suiting variety
of learning
styles
III-V Comprehend Write a Use language Formal and *Brochures Reading,
information variety of for expressing Non-formal *TV Ads Writing and
from the interpersonal opinions, use of *Letters Speaking for
modeled texts texts such as apologies and language *Memos an audience
to use for notes, requests. according to *Recipes
variety of informal the audience *Dialogues Examples:
purposes using invitations Communicate and *Emails -Journals
various aids and letters, information and purpose. *Greeting -Anecdotal
such as and ideas through cards records
graphical dialogues. role plays, -Classroom
organizers and discussions and Discussions
visual clues. Use of conversations. - Projects
speech such as
bubbles, Advocacy or
cartoon strips News
3
All three skills should be focused when using such texts and projects.
4
This is not an exhaustive list and should be altered according to availability of resources in your context.
PORTFOLIOS should be maintained at all levels. Assessment should be innovative and aligned with pedagogy and
classroom proceedings where multiple skills are being focused.
14

15. etc for Telecast
expression.
VI- Discover, Write a Use language Punctuation *Interviews Reading,
VIII
Comprehend variety of for expressing and *Talks Writing and
and Analyze interpersonal opinions, Sentence *Tables Speaking for
information and emotions, Structures and an audience
from the texts expressive requests and are learned. diagrams
used for texts such as instructions. *News Examples:
communication formal and Identify and reports -Previous
using various informal Communicate recycle *Editorials -Letter
aids such as letters, information and structures to *Campaign exchanges
graphical dialogues, ideas through understand literature -Magazine
organizers and role plays, panel the function formation
visual clues. debate scripts discussions and of narration
using presentations. in reading
Incorporate appropriate and writing.
study skills tone and
like critical style.
thinking and
identifying Use of
bias, compare creative
and contrast, topics and
cause and situations.
effect.
IX -X Discover, Write a Use language Recognize *Biography Reading,
Comprehend variety of for expression and use *Resumes Writing and
and Analyze interpersonal of advice, various *Maps Speaking for
information and hopes, fears, parts of *Summary an audience
from the texts transactional queries. speech, *Interviews
used for texts such as grammar *Talks Examples:
communication official Communicate functions *Tables -Previous
15

16. using various letters, information and like and -Model UN
aids such as applications, ideas through complex diagrams -Film making
graphical letter to the panel clauses and *News or Theater
organizers and editors and discussions, improve reports -Youth
visual clues. also conflict stylistics. *Editorials articles
expressive resolution *Campaign -Reflective
Incorporate texts using presentations, literature Journals
study skills appropriate interviews.
like critical tone and
thinking and style.
identifying
bias, compare Use of
and contrast, situations
cause and leading to
effect. personal,
professional
and
communal
growth.
Standard 2
Students can discover, analyze, understand and use the language for enjoyment and expressive
purposes with ample opportunities of meaning-making.
Benchmarks
Grade Reading and Writing Oral Formal and Text Type Assessments
Thinking Communication Lexical
III-V Describe basic Write short Use language Grammar *Stories Reading,
elements of descriptive, for creative should be *Poems Writing and
stories and expository expression. focused *TV Ads Speaking for
simple poems and narrative Reciting poems through *Dialogues creativity
and express paragraphs and songs. practice. No *Collage
personal and stories particular *Puzzles Examples:
16

17. preferences by for creative Express benchmark -Journals
providing purposes. creatively as the -Puzzles
reasons. through jokes, standard is -Mood
short skits and exploratory. Meters
conversations. -Like/Dislike
accounts
-Picture
composition
VI- Analyze short Write Express Grammar *Short Reading,
VIII
stories and descriptive, creatively should be Stories Writing and
poems and expository through story- focused *Poetry Speaking for
explain their and narrative telling with through and Lyrics creativity
emotional texts and visuals and practice. No *Dialogues
responses on stories for audio, particular -Caption
characters‟ creative monologues, benchmark Writing
motivates and purposes dialogues and as the -Personified
actions. with visuals. role-plays. standard is writing, If I
exploratory. were a…
-Short movie
clips
-Dramatics
-Toast
messages
IX -X Make Write Express Grammar *Fantasy Reading,
connections personal creatively should be and science Writing and
between narratives, through street focused fiction Speaking for
literary texts short stories theater, one-act through *Novels creativity
and their own and creative plays, practice. No *Ballads
lives. writing composing particular *Sonnets -Idea
essays. songs and other benchmark *Personal Generation
visual mediums as the Narratives - Life
17

18. of art. standard is History
exploratory. - Personality
Charts
- Visual
Poetry
- Short films
and plays
- Personified
Writings
-Contests
Standard 3
Students can discover, analyze, understand and use the language for academic purposes with meaning-
making and opinion articulation.
Benchmarks
Grade Reading and Writing Oral Formal and Text Type Assessments
Thinking Communication Lexical
III-V Comprehend Identify and Demonstrate -Proper *Essays Reading,
words, use academic Stress and *Posters Writing and
sentences and techniques discourse intonation Speaking for
paragraphs as for writing through oral -Basic academic
meaningful clear presentation and punctuation purpose
units of sentences poster displays like hyphen,
expression. and a on collected comma and Examples:
paragraph. information colon -Essays
Interpret from various -Speeches
factual Revise and sources. -Letters
information, edit for word -Poster
procedures, order, presentations
events and spellings and
issues, school punctuation.
and public
18

19. related
information
applying
reading
comprehension
thinking
strategies such
as visual cues
and graphic
organizers.
VI- Analyze Analyze Use language -Pronounce *Comment Reading,
VIII
patterns of text written for inquiries, with proper aries Writing and
organization discourse to persuasion, stress and *Essays Speaking for
and functions use in their comparisons intonation *Editorials academic
of various own and general -Build *Reviews purpose
devices used in compositions discourse. vocabulary
a paragraph. through -Debates
Use Demonstrate contextual -Essays
Extend factual techniques academic clues and -Letter to the
information, for effective discourse use of editor
procedures, paragraph through panel resources -Magazine
school and organization discussions, like articles
public related such as clear debates, talks dictionary. -Oral
information topic on social issues -Idioms. presentations
applying sentence and and report -Tenses and - Poster
reading supporting presentations to parts of presentations
comprehension details. share collected speech -Photo
thinking information. -Use of esssays
strategies such Plan, draft punctuation
as visual cues and revise like
and graphic their own semicolon,
19

20. organizers. writing for dash and
clarity and quotation
unity. marks
IX -X Evaluate Analyze Use language -Pronounce *Analytical Reading,
patterns of text written for presenting with proper articles Writing and
organization discourse to positions and stress and *Reports Speaking for
and functions use in their discourse based intonation *Comment academic
of various own on arguments. with aries purpose
devices used in compositions sustained *Essays
a paragraph. Demonstrate speech and *Editorials Debates
Use academic fluency. *Reviews -Essays
Analyze techniques discourse -Identify -Letter to the
complex for effective through panel lexical items editor
processes, paragraph discussions, through -Magazine
events, issues organization, debates, talks contextual articles
and various development on social issues, clues -Inquiry
viewpoint and author‟s report -Correct Reports
applying techniques presentations, spellings -Book
various reading that influence book reviews, -Idioms. Reviews
and reader. and knowledge- -Tenses and -Oral
comprehension based inquiries parts of presentations
thinking Distinguish to share speech -
strategies such between collected -Use of Documentary
as visual cues spoken and information. correct
and graphic written word punctuation
organizers. choice.
Plan, draft
and revise
their own
writing for
20

21. logical flow
of ideas –
comparison/
contrast/
cause-effect,
clarity and
unity.
21

22. APPENDIX B
OUTLINE
Paragraph 1: Paragraph 2: Paragraph 3:
Details of Event Feelings and Learning Importance
Future Plan
Ideas: Ideas: Ideas:
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
Rough Work:
22

23. 23

24. 24

25. 25

26. APPENDIX C
Rubric for Letter Writing
Student Name: ________________________________________
CATEGORY **** *** ** * I think I am…
Salutation Salutation and closing Salutation and closing Salutation and closing Salutation and/or
and have no errors in have 1-2 errors in have 3 or more errors closing are missing.
Closing capitalization and capitalization and in capitalization and
punctuation. punctuation. punctuation.
Ideas Ideas were expressed in Ideas were expressed in Ideas were somewhat The letter seemed
a clear and organized a pretty clear manner, organized, but were to be a collection of
fashion. It was easy to but the organization not very clear. It took unrelated
figure out what the letter could have been better. more than one reading sentences. It was
was about. to figure out what the very difficult to
letter was about. figure out what the
letter was about.
Length The letter is 8 or more The letter is 7-6 The letter is 4-5 The letter is less
sentences. sentences. sentences. than 4 sentences.
Tone Fulfills with all the Complies with almost Complies with several Complies with less
requirements for a all the requirements for of the requirements than 75% of the
friendly letter. a friendly letter. for a friendly letter. requirements for a
friendly letter.
Use of The letter contains at The letter contains at The letter contains at The letter contains
Idioms least 3 idioms. least 2 idioms. least 1 idiom. no idioms.
26

27. Role-Play Observation Checklist
Students used meaningful gestures.
Students maintained eye-contact most of the time.
Students’ volume was neither too loud nor too soft.
Students took turns and tried to act naturally.
Students didn't hesitate or lose my place.
Students didn't use filler words.
Students stayed focused; they did not stray off my topic.
Students were able to ask and answer questions effectively.
Ideas flowed logically from one point to the next; well-organized and coordinated.
Students’ communication was understandable with a suitable degree of grammatical
correctness.
27

28. APPENDIX D
Self-Evaluation of Learning Activities and Materials (Nunan, 2000)
  
Listening to
conversations
Watching TV
Singing Songs
Role-Plays
Playing Games
Reading Newspaper
Learner Diary
This week I learned
This week I used my English in these places
This week I spoke with these people
This week I made these mistakes
My difficulties are
I would like to know
My learning places for next week
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29. REFERENCES
Dewey, J. (1998). Experience and Education (60 ed.). Indiana: Kappa Delta Pi.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San
Francisco: Jossey-Bass.
Ministry of Education. (2006). English curriculum for classes I–XII. Retrieved February 2, 2011,
from Pakistan Ministry of Education: http://www.moe.gov.pk
Ministry of Education. (2009). National Educational Policy. Retrieved February 2, 2011, from
Pakistan Ministry of Education: http://www.moe.gov.pk
Nunan, D. (2000). The Learner-Centred Curriculcum (11th ed.). Cambridge: Cambridge
University Press.
Rahman, T. (2004). Language Policy in Pakistan. In Language, policy, planning & practice - a
south-asian perspective (pp. 27-52). Karachi: Oxford University Press in association with
AKU.
Schiro, M. S. (2008). Curriculum Theory: Conflicting visions and enduring concerns. California:
SAGE Publications.
Shamim, F. (2008). Trends, issues and challenges in English language education in Pakistan.
Asia Pacific Journal of Education , 235-249.
Siddiqui, S. (2010). Rethinking Education in Pakistan. Karachi, Pakistan: Paramount.
Tudor, I. (1996). Learner-centredness as language education. Cambridge: Cambridge University
Press.
United Nations. (1948). Universal Declaration of Human Rights. Retrieved February 2011, 02,
from http://www.un.org/Overview/rights.html
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