Analyzing the role of socio-cultural Norms in Pakistani English Language Education: A case study of ESL Classroom Practices
Keywords:Language, Individual identities, constructed identities, Indigenous Languages
Pakistani students face numerous problems as well as complications in English as a second language. The purpose of this study is to examine the role of socio- cultural norms in ESL classroom practices in Pakistani context. Because the role of socio-cultural norms usually found in each language and normally found in ESL learning. There is a gap that needs to be filled the complex interplay in the Pakistani context. By exploring the viewpoints of ESL teachers, this study purposes to fill this void and deliver valued perceptions into the role of socio- cultural norms in ESL education, subsidizing to more actual and culturally sensitive teaching practices. For this purpose, 122 teachers (females) were selected from Education University, Faisalabad campus. These students were selected randomly. The quantitative method was used for this study. A survey was conducted by using a questionnaire that comprises seven parts i.e. Section 1 is relate to socio-cultural norms, section 2 is related to language and identity, section 3 is related to ESL classroom practices, section 4 is related to Language policy and planning, section 5 is related to professional development, section 6 is related to challenges and opportunities, section 7 is related to additional comments. The data was analyzed by using SPSS software (version 24) to get the frequency of the respondents. The data was presented in tables to show the percentages and frequencies of the respondents. The conclusions of the present research support to recognition of the learning problems and matters of the ESL classroom practices in Pakistan. The result showed that role of language policies, teachers’ professional development, opportunities and challenges regarding ESL practices in classrooms in Pakistan. The study's inferences spread to the wider field of ESL education, highlighting the requirement for a rounded approach that values socio-cultural norms as a foundation of real language acquisition as well as cultural understanding. This study will be useful for education policy-makers, language teachers, curriculum developers, EFL learners, future researchers, cross-cultural communication, and ESL learners. They can overwhelm these glitches which are a continuous cause of threat for rural area learners.
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