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Exploring What Shapes English Language Teachers of Teaching Formal Writing to Grade 11 Students in a Private Higher Secondary School in Gilgit-Baltistan

Thesis Info

Author

Shaheen, Rubina

Department

Institute for Educational Development, Karachi

Program

MEd

Institute

Aga Khan University

Institute Type

Private

City

Karachi

Province

Sindh

Country

Pakistan

Thesis Completing Year

2017

Thesis Completion Status

Completed

Subject

Education

Language

English

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676728025857

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This qualitative case study investigated the classroom practices of two English language teachers from Gilgit-Baltistan to understand what shaped their practices of teaching formal writing at the higher secondary level to identify what their current practices of teaching writing in use and the factors that hinder or help students’ formal writing skills according to the participants. The data were gathered through semi-structured interviews, focus group discussions, classroom observations, document analysis and field notes. Analyses of the data suggest that contrary to the traditional lecture practice, the participants use various approaches such as, Integration of product and process approach, communicative language teaching, technology integration, co-operative teaching approach, and student-centred teaching in the classroom. Their teaching, however, was dominated by an integrated approach of product and process to develop formal writing skill at higher secondary (11) level. The study participants believe that sharing model texts help students in gaining a deeper understanding of the assigned writing tasks. However, there remain some apparent factors which hinder teachers’ practices in the learning process. Because of these hinders, multiple approaches being used show little improvement in the case of composition writing of struggling students and their motivation. This research work calls teachers to be more informed about these approaches in order to engage the students fully in meaningful writing exercises. It is evident from the findings that students, on the other hand, take formal writing skill development for granted and fritter the time provided by the teacher in trivial activities. Therefore, this study recommends that teachers and students need to spend more time in building a strong base in the form of background knowledge and vocabulary to help the students remember, recognize, apply and create coherent, meaningful and error-free written compositions. teaching formal writing at the higher secondary level to identify what their current practices of teaching writing in use and the factors that hinder or help students’ formal writing skills according to the participants. The data were gathered through semi-structured interviews, focus group discussions, classroom observations, document analysis and field notes. Analyses of the data suggest that contrary to the traditional lecture practice, the participants use various approaches such as, Integration of product and process approach, communicative language teaching, technology integration, co-operative teaching approach, and student-centred teaching in the classroom. Their teaching, however, was dominated by an integrated approach of product and process to develop formal writing skill at higher secondary (11) level. The
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المبحث الرابع: الفراق

المبحث الرابع: الفراق

قصيدة (لنفترق)([1]) لنازک الملائكة

لنفترق الآن ما دامَ في مقلتینا بریق
وما دام في قعر کأسي وکأسک بعض الرحیقُ 
فعمّا قلیلٍ یطلُّ الصباح ویخبو القمر
ونلمح في الضوء ما رسمتُہ أکفُّ الضجر

علی جبھتینا
وفي شفتینا

وندرک أن الشعور الرقیق
مضى ساخراً وطواہُ القدر

* * *

لنفترق الآنَ ، ما زالَ في شفتينا نغَم
تكبّر أن يكشفَ السر فاختار صمتَ العدَم
وما زال في قطراتِ الندى شفةٌ تتغنّى
وما زال وجهُكَ مثلَ الظلامِ له اَلف معنى

كسته الظلال
جمال المُحال

وقد يعتريهِ جُمُود الصنَم
إذا رفع الليلُ كفيّه عنّا

* * *
لنفترقِ الآن، أسمع صوتاً وراء النخیل
رھیباً أجشّ الرنینِ یذکّرني بالرحیلُ
وأشعر کفیک ترتعشانِ کأنّک تُخفي
شعورَک مثلي وتحبس صرخۃَ حُزنٍ وخوفِ

لم الإرتجاف؟
وفیم نخاف؟

ألسنا سنُدرک عما قلیل
بأن الغرام غمامۃ صیف

* * *

لنفترق الآن، کالغرباء، وننسی الشّعور
وفي الغد یشرقُ دھرٌ جدیدٌ وتمضي عصور
وفیم التذکّر؟ ھل کان غیرُ رؤیً([2]) عابرة
أطافت ھنا برفیقین في ساعۃٍ غابرة؟

وغیرُ مساء
طواہُ الفناء

وأبقی صداہُ وبعض سطور
من الشعر في شفتي شاعرة؟

* * *
لنفترق الآن، أشعر بالبرد والخوفِ۔ دعنا
نغادر ھذا المکان ونرجع من حیثُ جئنا
غریبین نسحبُ عبء ادّاکارتنا الباھتہ
وحیدین نحمل أصداء قصتنا المائتۃ

المشترك الإنساني بين الأديان والثقافات والحضارات: دراسة في ضوء قيم التعايش والتسامح والتساكن

يتناول هذا البحث موضوع الحوار والتواصل الحضاري ودوره في التأسيس لثقافة العيش المشترك في عالم متعدد الأديان والثقافات والحضارات، ونطمح من خلال ذلك إلى التأكيد على مشروعية دعوى الحوار والتعارف الحضاريين حتى وإن كنا في زمن يعج بالحروب ذات الخلفية الدينية والسياسية، فالسبيل الوحيد للعيش المشترك إنما يكمن في الحوار والتواصل لفهم الآخر والتفاهم معه. غير أن تفاؤلنا بنجاح الحوار بين الحضارات والثقافات، لا يمكن أن يجعلنا نغفل عن الصعوبات الواقعية العديدة التي تعترضه، خاصة تلك النزعة المتنامية للحرب بشتى أنواعها والهوس المفرط بالتسلح والنظرة الخاطئة للآخر. وعليه فإن الحوار والتواصل الحضاري يتطلب مزيدا من العمل الفكري والميداني من قبل الباحثين لتوسيع ظاهرة الإعتدال والتسامح في العالم، ويحتاج إلى الدبلوماسية الثقافية الموازية أو ما يسمى ب: "ثقافة نشر السلام"، وكثيرا من الجرأة في اتخاذ المواقف والقرارات من طرف الطبقة السياسية الحاكمة.

Agro. . Biological Studies of Sorghun Through Management of Legum. - Inter Cropping and Methods of Nitrogen Application

To study the effect of management of legumes inlercropping and methods of nitrogen applicatioll 011 sorghllm (Sorghum hieulor L.), two research eX1Jeri:mc''nts were conducted at Farm of Arid Zone Research Institute, Raila Kulachi, Dera ISIl1.aiJ Khan, Pakistan during the year 1999-00 and 20UU-0 I. In til\! first experiment, two dilrerent intercrops viz. mungbean (Viglla raJiaw) and guar (Cyamopsis Iil/mgolloloha,) were studied in three geometrical patterns of the base (sorghum). In the second experiment, four different levels of nitrogen (0, 60, 90 120 kg ha· j ) were evaluated with two different methods (soil application and foliar spray) of application on the growth characteristics and grain yield sorghum. The experiments were planted on 22"1 and 26''1< July during 1999 and 2000, respectively. Agronomic data recorded on different gro\.\1h characteristics and grain yield of the crop, were analyzed statistically through the analysis of variance (ANOVA) and Duncan''s Multiple Range (DMR) test was employed 10 compute the significance of variance among treatment means The data revealed that the Leaf Area Index (LAl), number of panicle''l. weight of grain pancilc''!, grain and stalk yield and protein content IX of sorghum were ma~imllm in tile geometrical pattern of double row (30/90 em) strips plal1ling as compared to triple row (301120 em) snips and conventional planting of single rows (60 cm apan) The growing of legumes (mungbean and guar) as imercrops significantly reduced the yield componenlS (number and weight of grains panicle") and grain yield of sorghum, But. the additional harvest obtained from the imcrcrops compensated more than tile losses incurred in sorghum yield, The sorghum grain protein contem was also with intercropping of both the legumes than sole sorghum, The highest L and I was recorded in case of double row strips (30/90 em) planting pattern of sorghum with two rows of 111unghean as intercrops between 90 cm space of sorghulll mcome during 1999-00 and 2000-0 I, res;pecti'',eI''y Similarly, hioh,,,<. net and 2.32 Rs. 28137150 ami 15 11- wil h benefit cost rat io of was obtained wilen two rows of mUllgbean were intercropped between the double row (30190 em) strips of sorghum during 1999-00 and 2000-0 I. respectively, This suggested that the geometrical pattern of double row (30/90cm) strips of sorghum with two rows of mungbean as IIltercrops hp""",pn the 90 em space might be the most efficient practice lor optimum utilization of the available resources and maximizing ''he net income from the same piece of land as compared to rnonoculture and legume imercropping in conventional method of planting (60 cm apart rows) and or in triple row (301120 em) planting pallem of sorghum. The yield components and grain yield of sorghum were increased linearly and significantly up to the level of 90 kg N ha-I but additional increment Itl nitrogen supply could not any perceptible improvement in growth of sorghum, In case of method of applicatioll, soil applied nitrogen was found superior than foliar spray orit in all the traits of growth parameters and yield. On the basis of two years average data, the different levels of nitrogen 60,90 and 120 kg applied through soil 26.09, 33.26 and AO percent increase in LAL 37.90, 46.20 and 45.88 percent in number of grains panicle,l, 40.52. 48.78 and 48.63 percent in grain weight panicle'' I and 39.04, 49.13 and 48.95 percent in grain yield as compared 10 increase of 22.80. 30.41. and 30.41 percent in LA!. 34.51,43.77 and 43.21 percent in number of grains panicle", 37.09,46.39 and 45.96 percent in grain weight panicle" and 3394, 46.72 and 4593 percent in grain yield obtained with foliar spray of these levels of nitrogen over untreated (control) sorghulIl, respectively. The grain quality sorghum was also improved with nitrogen application than umrealed (control) sorghum. These results suggested that the nitrogen level of 90 kg ha''i through applicatioll method was an elliciellltechnique for increased crop yield ofsorghulll.