مقالے کی معلومات
جلد
شمارہ
مقالے کی قسم
زبان
تلخیص
The study was conducted on the prospective teachers and teacher educators (having no formal ESL/TEFL/TESOL/ELT, etc.,
degree) of public sector university which prescribes English language as medium of instruction to impart knowledge and
skills in teacher education programmes. This mixed approach study, conducted on 150 prospective teachers and 20 teacher
educators, attempts to solicit their responses towards the use of English language or the mixture of English and Urdu in their
classrooms. The findings reflect that both prospective teachers and teacher educators prefer mixture of English and Urdu
languages in classroom proceedings to single language use because it enables them to teach/receive knowledge and skills in a
participative way with proper understanding. Some identified Urlish examples support the use of ‘Urlish’ in the classroom
irrespective of the prescription of the University. Hence, the study suggests that keeping in view the difficulties of teacher
and taught English as medium of instruction for teacher educators and prospective teachers in teacher education programmes
may not be made compulsory as the University announces and a more comfortable medium, Urlish, may be adopted for
enhancing their academic achievements. The study also suggests that the use of Urlish could bridge the gap between policy
and implementation plans of the institutions of higher education in general and the sample University in particular so far as
teacher education programmes are concerned as the prospective teachers have to teach students who come from multi lingual
back ground.
Mubashar Nadeem. (2012) Urlish: A Code Switching/Code Mixing Pedagogical Approach in Teacher Education, Journal of Research and Reflections in Education, Volume 6, Issue 2.
-
Views
995 -
Downloads
90
پچھلا مقالہ