Negotiating Pakistani English in Education: Teachers’ Beliefs and Classroom Realities
Abstract
This research paper deals with the perceptions and challenges associated with Pakistani English. It focuses on the viewpoints, the English Language Teachers of Pakistan possess. As this study is situated within the framework of World Englishes, it addresses the developing identity and acknowledgment of Pakistani English as a recognizable linguistic variety. This study utilizes a mixed-method research design. Thus, it is conducted on quantitative data from Likert scale questionnaires and qualitative perceptions from structured interviews of teachers. The findings expose a general perception among teachers of Pakistani English's discreteness and value. However, there exist an apparent variability in opinions, especially when it comes to concerning its global legitimacy and acceptance. The study also highlights certain challenges that arise while integrating Pakistani English into educational practices. These challenges include its balancing with standardized English forms, adapting relevant teaching materials, and dealing with students’ resistance. The research identifies the varying nature of language perception in the context of Pakistan by emphasizing the complex interplay between local language varieties and global language standards. Recommendations of the study include the teacher training, curriculum development, resource creation, and public awareness campaigns to increase the acceptance and integration of Pakistani English in educational settings.
Keywords: Pakistani English, World Englishes, English Language Teachers, Language Perceptions, Linguistic Identity, English Language Teaching (ELT), Language Attitudes.
