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.