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Exploration of Teaching Practices of Reading Comprehension Skills at Public Schools of Gilgit-Baltistan

Thesis Info

Author

Tawoos, Bibi

Department

Institute for Educational Development, Karachi

Program

MEd

Institute

Aga Khan University

Institute Type

Private

City

Karachi

Province

Sindh

Country

Pakistan

Thesis Completing Year

2018

Thesis Completion Status

Completed

Subject

Education

Language

English

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676728020378

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Teaching English language to the students, and engaging them in the learning tasks especially non-natives, is not an easy task for the teachers in public schools of Pakistan.Teachers of English generally use Grammar Translation Methods (GTM) to teach English which affects the language skills of the students like listening, reading, writing and speaking skills. Various other factors also come into play when English language is taught to non-natives like pedagogical skills of the teachers who are also non-native speakers of English. Keeping this in view, this study was planned to explore the current teaching practices of English language teachers and how they engage students in reading comprehension skills in the context of public schools in rural areas of Gilgit-Baltistan. Qualitative study approach of case study was used to explore and observe the teaching practices of the two English language teachers teaching at grade 6. Data was collected through interviews, classroom observations, document analysis, and field notes. Likewise, focus group discussions were also arranged with the students to look at teachers teaching practices from students’ perspectives. The cases of two English language teachers revealed that they were teaching reading comprehension using GTM. That practice was not helpful for the students to get engaged in the process of reading comprehension.The teachers were not engaging students with reading comprehension strategies such as skimming, scanning, questioning, guessing and meaning making. Participant teachers taught English as a subject, but not as a language. The findings of the interviews and observations imply that teachers of English require the teaching skills of language such as reading comprehension. English teachers need support to learn how to engage students in reading comprehension skills in order to make their teaching purposeful.
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اردو افسانہ(قیام پاکستان کے بعد)

اردو افسانہ(قیام پاکستان کے بعد)
قیامِ پاکستان نے اردو ادب کے ادیبوں کے اذہان اور فکر پر کئی طرح کے اثرات مرتب کئے ہیں۔برصغیر میں جہاں معاشرتی ، معاشی اور سیاسی طور پر انقلاب آیا، وہیں ادب پر بھی اس کے گہرے نقوش مرتب ہوئے۔ یوں دیگر اصناف کی طرح اردو افسانہ پر بھی اس کا اثر دیکھا جا سکتا ہے۔ افسانے میں نئے رجحانات اور نئے موضوعات شامل ہو گئے، اس طرح افسانہ ایک نئے روپ میں سامنے آیا۔قیامِ پاکستان کے بعد اردو افسانے کے موضوعات ہجرت اور فسادات پر مبنی رہے۔ہندوستان کی تقسیم نے ہر طرف انسانی استحصال ،عِصمت دری، لوٹ مار اورقتل و غارت کا بازار گرم کر رکھا تھا۔ایک طویل عرصے تک لوگوں پر اضطرابی کیفیت طاری رہی اور برصغیر کی عوام ایک ناقابلِ بیان بحران اور کرب کی کیفیت میں مبتلا رہی۔آزادی کے بعد اردو افسانہ جن حالات سے دوچار ہوا ان میں، فسادات ہجرت، مہاجرین کی آباد کاری اور جمہوری نظام کا قیام وغیرہ شامل ہے۔ قیام پاکستان کے بعد کے افسانوں میں آزادی کے نتیجے میں ہونے والی قربانیوں،ہجرت کے واقعات ،شہادتوں،جانی و مالی نقصان وغیرہ کا ذکر ملتا ہے۔ عائشہ سلطانہ لکھتی ہیں:
’’آزادی سے قبل اردو افسانوں کا موضوع اگرچہ وسیع تھالیکن آزادی کے بعدافسانہ نگاروں نے نئے موضوعات کو اپنے افسانوں میں جگہ دی جن میں ہجرت، فسادات و مسائل، مہاجرین کی پناہ گیری وآباد کاری کا انتظام اور ان کی دردناک زندگی کی تصویر کشی وغیرہ اہم ہیں۔‘‘ (12)
ہجرت و فسادات کے موضوع پر لکھنے والے افسانہ نگاروں میں زیادہ تر وہ مصنفین شامل ہیں جو ترقی پسند تحریک سے متاثر یا ترقی پسند تحریک سے وابستہ تھے۔قیامِ پاکستان کے بعد نئی نسل کے افسانہ نگاروں نے بھی اس موضوع پر قلم اٹھایا۔ ڈاکٹر ظفر سعید کے مطابق فسادات پر لکھے گئے افسانوں میں...

قرآن کا اسلوب دعوت اور معاشرے پر اس کے اثرات

Human is a combination of a body and soul, in which body is nurtured by means of energy that is present around the world, but regarding soul, he has not provide nourishment in this world. For his soul’s nourishment, Allah has revealed prophets from Adam Alehi Salaam to Muhammad Sallallaho Alaehi Wasallam with books, these books are with different methodologies, as creator knows that there is no definite way which can appeal human mind and soul. God manifested the color of love in psalm through songs, instructions have been given through stories in Touraat and Bible has proven it be the best model of proverbs. Quran which is the last revelation of God, combined all above ways to open the door to soul. It has reflection of David’s songs, Glory of Moses and divine glance of Maseeh (P.B.U.T) it has restrictions of Sharia laws and spirituality. Aim of Holy Quran is just not to conquer the opponent by logical argument but it open his heart for right path - for this reason the book itself explained way to call the people towards Islam. It says call people to the way with wisdom and fair of exhortation and reason with them in the best possible way. These rules are only effective when followed with love and well-wishing which is shown through soft and lenient tone. In this article, I have discussed concept and need of Dawat, basic pillars and etiquettes in the light of Holy Quran and Hadith.

Preparation and Evaluation of Legume Based Weaning Foods

Protein energy malnutrition (PEM) is the leading nutritional problem worldwide especially in infants. It refers to the macronutrient deficiency resulting from an inadequate intake of protein and energy. Legumes are locally available, cheaper source of protein and can complement cereals to prepare weaning foods to combat PEM. Among the legumes, cowpea and mungbean have good protein and amino acid profile, but may contain certain anti-nutritional components. Roasting was employed to increase the nutritional profile of the product and to reduce anti-nutritional factors in the product. In the present study, roasted cowpea and mungbean flours were analyzed for anti-nutritional factors (hemagglutinin & trypsin inhibitor activities and phytate content) and were mixed with wheat flour to make composite flour. The proximate analysis of mungbean depicted higher moisture and ash contents (5.93 and 4.02%) as compared to cowpea (3.37 and 3.35%), whereas crude protein, fat & fiber contents in cowpea were higher (23.10, 2.05 & 3.57%) than mungbean (22.45, 1.34 & 3.07%), respectively. The mineral profile explicated that potassium, calcium, sodium, iron and zinc were 28.19, 387.51, 61.20, 78.33 and 45.75 mg/100g in cowpea while 10.46, 7.55, 5.31, 1.28 and 2.17 mg/100g in mungbean respectively. After roasting, phytate contents presented decrement in cowpea and mungbean up to 67.03 and 71.12% as compared to raw counterparts, respectively. Likewise, the percent decrease in hemagglutinin-lectin and trypsin inhibitor activities were 68.85 & 78.47% and 79.81 & 77.00% in roasted cowpea & mungbean as compared to raw versions, accordingly. Amongst composite flours, T0 (100% Wheat flour) had highest moisture content 12.22%, T3 (30% cowpea) showed highest protein content 13.14% while crude fat, crude fiber and ash contents were maximum in T9 (15% cowpea & 15% mungbean) as 1.69, 1.12 and 1.29%, correspondingly. Furthermore, maximum nitrogen free extract (NFE) value was observed in T5 (20% mungbean) as 76.32% and highest water absorption & oil absorption capacity was noticed in T3 1.44 mL/g & T8 (10% cowpea & 10% mungbean) 1.16 mL/g, respectively. Additionally, the emulsion capacity was highest in T8 as 75.75% while emulsion stability was maximum in treatment; T2 (20% cowpea) i.e. 53.33%. Highest foaming stability was observed in T8 as 68.67%, whereas highest foaming capacity (44.74%) was reported in T3. In the product development phase, nine weaning foods were prepared using different ratios of cowpea and mungbean. Three most acceptable weaning food prototypes; W2= Roasted cowpea (20%)+wheat flour (30%)+rice flour (13%)+sugar (10%)+vegetable oil (10%)+milk powder (16%)+vitamin-mineral mix (1%), W5= Roasted mungbean (20%)+wheat flour (30%)+rice flour (13%)+sugar (10%)+vegetable oil (10%)+milk powder (16%)+vitamin-mineral mix (1%) and W8= Roasted cowpea & mungbean (10:10%)+wheat flour (30%)+rice flour (13%)+sugar (10%)+vegetable oil (10%)+milk powder (16%)+vitamin-mineral mix (1%) were selected on the basis of sensory response with overall acceptability scored as 7.67, 7.66 and 7.92 and were renamed as W1S, W2S and W3S, respectively however, Wc= soybean (20%)+wheat flour (30%)+rice flour (13%)+sugar (10%)+vegetable oil (10%)+milk powder (16%)+vitamin-mineral mix (1%) was run as control. Amongst the selected weaning foods, W2S had more moisture content (4.58%) while higher crude protein was found in W3S (17.01%). On the other hand, fat, fiber and ash were highest in WC as 11.11, 4.57 and 2.67% respectively. W3S showed higher loose and packed bulk density values as well as reconstitution index, viscosity and gross calorific value. Regarding growth study parameters, protein efficiency ratio (PER), net protein ratio (NPR) and relative net protein ratio (RNPR) were viewed maximum in W3 as 2.65, 3.34 and 53.18 among the prepared treatments and found relatively comparable with Wc (2.84, 6.28 and 100), correspondingly. In nitrogen balance study, true digestibility (TD), biological value (BV) and net protein utilization (NPU) were highest in W3S as 80.31, 85.09 and 82.67% i.e. quite equivalent to Wc values (91.25, 91.84 & 89.37%), respectively. The acceptability appraisal of prepared infant formulations was conducted through short term infant feeding trails with the help of nursing mothers. The acceptability scores were ranged from 3.18 to 4.07 (out of 5) from day 1 to day 15. Conclusively, the selected legume based weaning foods presented comparable characteristics to that of existing soy based equivalents in terms of protein content, energy value and acceptability test as well as its impact on growth & nitrogen balance aspects.