Home > Improving Grade Viii Students English Speaking Skills Through Communicative Language Teaching in a Private Secondary School in Ghizer District of Gilgit-Baltistan
Improving Grade Viii Students English Speaking Skills Through Communicative Language Teaching in a Private Secondary School in Ghizer District of Gilgit-Baltistan
Pakistan’s national curriculum of English gives equal importance to all four communication skills (listening, speaking, reading and writing). However, literature (Alam, 2012; Farooq, 2013) and my personal experience reveal that in classroom teaching, speaking and listening skills are given less or no importance. One of the explanations for not teaching speaking skill is the extensive use of grammar translation method (GTM) as language teaching approach in Pakistani context. Due to an exclusive focus on grammar and translation in this method, the students learn grammar rules of English language but are unable to speak in the target language. On the other hand, communicative language teaching (CLT) has been suggested by many researchers and linguists (e.g. Chung, 2017; Hiep, 2007, & Whong, 2013) to be used for enhancing English speaking skill while equally developing other language skills. Considering the importance of CLT in language teaching, my interest to practice this language teaching approach in my context and the need of the focused school, I carried out this action research study which aimed at improving grade VIII students’ English speaking skills by using communicative language teaching in a private secondary school in the Ghizer district of Gilgit-Baltistan. To manage track of students’ progress throughout the study I focused on six purposively selected students. The data was collected through interview, classroom teaching observation and document analysis. The findings of the reconnaissance stage revealed that in the focused school, GTM was used to teach English as a subject. The reconnaissance stage also highlighted that the language classes were teacher-centered. Students were asked to rote memorize the grammar rules and had rare opportunity to speak or practice English speaking skill. Urdu was used as medium of instruction and the students and teachers were interacting through local languages. Hence, due to the above mentioned reasons the students’ English speaking proficiency was not up to the expectations of their grade level. On the basis of the reconnaissance stage findings I planned to improve the students’ English speaking skills through CLT. I conducted three cycles with three lessons of 45 minutes in each cycles. I taught using group and pair work, presentations, discussions, sketch description, and games. These activities encouraged the students to speak in English without any fear of making mistakes. The findings revealed that the students’ fluency and confidence level improved to a certain level. They enhanced their vocabulary and the use of speech fillers and long
عہدِ صدیقی میں حدود و قصاص کا نفاذ رسول اللہ ﷺ کی وفات کے بعد حضرت ابو بکر صدیق کو رسول اللہ ﷺ کا جانشین منتخب کیا گیا ۔آپ ؓ کا دور خلافت 12 ربیع الاول ، 11 ہجری سے 22 جمادی الاخرٰی، 13 ہجر ی تک کا ہے۔ آپ ؓکی جانشینی کے بعد عام بیعت ہوئی ۔اس موقع پر ابو بکر صدیق نے خلافت کے بارے میں اپنے خیالا ت کا اظہار فرمایا ۔ اس کے بعض اجزاء آپ کے احساس ذمہ داری اور تصور ِ عدل پر روشنی ڈالتے ہیں۔ آپ نے فرمایا!حکومت میرے لیے باعث راحت نہیں ہے بلکہ اس سے مجھے ایک ایسے عظیم معاملے کی تکلیف دی گئی ہےجو میری برداشت سے زیادہ ہے اور اللہ تعالیٰ عزوجل کی مدد و نصرت کے بغیر اس ذمہ داری سے عہدہ برآ ہونا مشکل ہے ، میں تمہار ا امیر بنایا گیا ہوں اور میں تم سے بہتر نہیں اگر میں راہِ راست پر چلوں تو میری مدد کرو اگر بے راہ چلوں تو سیدھا کردو ۔ تم میں جو کمزور ہے وہ میر ے نزدیک قوی ہے ۔ انشاء اللہ اس کا حق دلاؤں گا اور تم میں سے جو قوی ہے وہ میری نظر میں کمزور ہے۔ اس سے انشاء اللہ حق لے چھوڑوں گا ، جب تک میں اللہ اور اوراس کےرسول ﷺ کی اطاعت کروں ، تم میری اطاعت کرو اور جب میں اللہ اور اس کے رسول ﷺ کی نافرمانی کروں تو تمہیں میری اطاعت نہیں کرنی چاہیے۔284 اپنے دور ِ خلافت میں زیادہ ترمقدمات کے فیصلے ابو بکر صدیق خود کرتے تھے لیکن جب خلافت کی ذمہ داریاں بڑھ گئیں تو حضرت عمر کو قاضی بنا دیا ۔ ابو بکر صدیق کی زندگی میں حدود وقصاص کے چندقابل ذکر مقدمات ہی...
Background of the Study: The aim of the present research was to examine the assessment practices of Speech-Language Pathologists for Cognitive Communication Disorders after Traumatic Brain Injury.
Methodology: It was a cross-sectional survey method, a convenient sampling technique. Research was carried out from January 2021 to June 2021. The sample size was n=21, out of which n= 9 (42.8%) participants, each from Rawalpindi and Islamabad n= 3 (14.4%) participants from Lahore filled in their responses. Medium; being Online, the questionnaire was distributed either through email, WhatsApp or Facebook MessengerApp. SLPs who were undergraduates or who had no experience working with TBI clients were excluded. Questionnaire included 12 items. Responses of research participants were recorded using Google Forms and presented in the form of n (%). The data were analyzed using descriptive analysis, and chi-square analysis was performed to confirm the association between settings, city of practice and years of experience through Statistical Package of Social Sciences (SPSS) Version 22.0.
Results: Speech-Language Pathologists reported that they routinely assessed (62% each) Receptive and Expressive communication. However; less than half of the participants routinely evaluated domains like verbal pragmatic skills (43.3%), functional communication (33.3%) and phonemic awareness (33.3%). SLPs assessed their clients by employing tests like MoCA (55.62%), Quick Aphasia Battery (18.75%), Cognitive Assessment (LOTCA Protocol) (14.35%) and a combination of Formal (48%) and Informal (52%) clinical interviews.
Conclusion: Informal discourse assessment is incorporated more frequently as compared to informal discourse evaluation in assessment practices of Speech-Language pathologists of Pakistan for cognitive communication impairment followed by traumatic brain injury.
This study was conducted to critically analyze the development of female education at Secondary School level in the pro\''cnance of Sindh from 1947 to 1990. The parameters of development used for analysis are increase in the number of schools, enrollment of students, number of trained teachers, availability of in service training for teachers, physical condition of school buildings, provision of science laboratories and equipment, availability of libraries and books, provision of vocational and technical education. conveyance facilities, residential facilities for oul orma students, and provision for co-curricular activities. Survey research method was used in the study 10 collect data, get information and critical views and opinions from a sample of Teachers, Students and District Education Officers of all the 19 districts of the province of Sindh. The tools of the survey rescarch used were open and closc ended questionnaires, interviews, factual infonnation obtained from the official documents of the Directorate of education, and personal visits to the schools by the researcher. The findings of the research study show, that there were only 5 secondary schools for girls in the province in 1947. This number increased to 366 in 1990, out of these 304 are in urban areas as compared to only 62 in rural areas. The number of girl students in these school in 1990 was 11392 in rural schools and 187036 in urban areas. The study also points to the fact that there is a provision of one trained teacher for an average of 26 students. This presents an encouraging picture. However there are more trained teachers working in urban area schools than in rural areas secondary schools. Majority of the teachers agreed that due to the de\"elopmental disparities between rural and urban areas in the province they arc not willing to work in rural area schools some of which even lack medical facilities, clear water and means of transportation. Majority of the schools working in rural areas do nOI offer science and Agro-technicai subjects making it impossible for the female students of these localities to avail of the facilities. This research study confirms that the tradition of having only literacy oriented type general education imparting secondary schools and administrator structural system has been so strong thaI nol much could be achieved from the reforms and invocations introduced by the government from time to time. Much of the schemes failed becausc they could not be implemented in true sense due to the unwillingness of Ihe administrators or lack of enthusiasm on the part of teachers, parents, or member local community. As such the targets for quantitative and qualitative development of female secondary education from 1947 to 1990 could not be achieved in full.