A Post Structural Inquiry into Female Esl Learners’ Gender Identities at a Public University in Pakistan

The present study investigates how English language learning interacts with the gender identities and roles of female learners at the University of Sindh, Jamshoro, Pakistan. Who learns what and how, is influenced by the learners’ gendered and sexualized identities (Pavlenko, 2004). Language learners have to navigate power relations within the classroom and their specific communities and develop understanding of their limitations and opportunities within these communities. Institutional practices and gender ideologies inhibit their access to networks which in turn affect their linguistic output and interactional opportunities. Within Interpretive epistemological framework eight female learners of final year (fourth year) Linguistics studying at IELL were interviewed and observed twice during one year to gather data for the present study. From the data it appeared that Pakistani females’ access to linguistic resources is mediated by cultural norms and societal expectations. Throughout their academic journeys the learners’ agency remained active due to which they were able to invest in their ESL learning and challenge socially imposed identities on them.

Improving the Context of Learning by Using Appreciative Inquiry Approach Aia

The purpose of this study was to enhance the learning environment through Appreciative Inquiry Approach (AlA) in a government secondary school of Karachi. The study focused on one component of the learning environment such i.e. the students' participation in classroom discussions. In government schools, the culture of problem-solving focuses on deficiencies and ignores the positive aspects and the strengths of people. In the problem solving approach, we assume that there must be something wrong and we look for it with the intent to solve it. AlA is an alternate approach initiated as a reaction to the problem-based approach, as it is a search for "the best" of what already exists. Therefore, using this approach, my hypothesis was that every person, organization, system, and community has something that works well, and boosts up the moral and confidence of people. The learning environment (in this case, through enhancing students' participation) can be enhanced through searching for what is good and working well. The qualitative Participatory Action Research (embedded in an appreciative lens) was employed since it suited the aim and purpose of the study. Two teachers were selected, one who was in favour of using AlA and the other who was opposed to the idea. Reflective journals, notes of classroom observations, semi-structured interviews, reflective meetings, and study documents were used as data collection tools. By conducting this study, the potential, possibilities and challenges of using strength based approach in the teaching and learning processes have been explored. The findings indicate that the students' participation can be enhanced by using strength based approach, which encourages them through positive words, gestures, and especially highlighting their strengths. This study has ample value and significance for research participants who want to enhance their students' participation in classroom discussions. It would help them to reflect on their existing understanding and practices (e.g. what they do, why they do, how it contributes to the learning environment, etcetera). The study has implications for teachers in their professional life as well as their social life.