PUNJAB ENGLISH LANGUAGE IMPROVEMENT (PELI)
INSIGHTS INTO INCOMPATIBILITY BETWEEN ENGLISH LANGUAGE
COMPETENCY AND POLICYHuma ZiaSehar SaeedSaba Saeed
Comparative and International Education Society (CIES)10th to
15th March, 2014PARTICIPATION AT CIES SUPPORTED BY: OPEN SOCIETY
FOUNDATION (OSF)
www.aserpakistan.org
Introduction & Backgroundwww.aserpakistan.orgTo provide an
in-depth exploration of the teachers' preparation to use English
Language in classroomsPEELI 2013ASER 2013throughwill contribute in
formulating policy for benchmarking and strategic planning by
policy-makers, academics, teachers and implementers.Objectives of
the Paperwww.aserpakistan.orgMethodologywww.aserpakistan.org This
section of the paper discusses findings from
Punjab Education and English Language Initiative -2013Annual
Status of Education Report Pakistan -2013
Data Analysiswww.aserpakistan.org5PEELI
Researchwww.aserpakistan.org
Geographical Spreadwww.aserpakistan.orgPEELI ObjectivesGauging
the English language competencies of teachers of Punjab (public
& private) through APTIS assessments and basic
self-assessment.
First-hand information from teachers on their motivational
factors and attitudes to English and English medium education.
Identifying potential barriers to development of English medium
education.
Making informed statements about the readiness of the education
system in Punjab to take on English medium
education.www.aserpakistan.orgResults from all three survey tools
were aligned with each other to present consolidated findings in
terms of teachers personal and professional contexts, classroom
practices, hurdles and opportunities that exist for teachers in
Punjab. Survey Toolswww.aserpakistan.orgPEELI Baseline
SurveyM.A/MSc degree holdersUse only English during their class
timeEnglish language very important for academic success and
students careerReceived training in English Teaching Methodology
(ETM)
English as the proposed medium of instructionTextbooks to be
completely bilingual
54% public teachers42% private teachers70% public teachers80%
private teachers
56% public teachers52% private teachers75% public teachers60%
private teachers.