Analysing Institutional Influences on Teaching-Learning Practices of English as Second Language Programme in a Pakistani University

Autor/inn/en	Rind, Irfan Ahmed; Kadiwal, Laila
Titel	Analysing Institutional Influences on Teaching-Learning Practices of English as Second Language Programme in a Pakistani University
Quelle	In: Cogent Education, 3 (2016) 1, Artikel 1160606 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rind, Irfan Ahmed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2016.1160606
Schlagwörter	Foreign Countries; Institutional Characteristics; Educational Practices; Second Language Instruction; English (Second Language); Second Language Learning; Qualitative Research; Case Studies; Observation; Content Analysis; Teacher Attitudes; Student Attitudes; Educational Policy; Organizational Culture; Semi Structured Interviews; Influences; College Students; College Faculty; Pakistan + Suchen Sie Ihr Suchwort? Ausland; Bildungspraxis; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Qualitative Forschung; Case study; Fallstudie; Case Study; Beobachtung; Inhaltsanalyse; Lehrerverhalten; Schülerverhalten; Politics of education; Bildungspolitik; Unternehmenskultur; Influence; Einfluss; Einflussfaktor; Collegestudent; Fakultät
Abstract	This paper examines the institutional influences on the teaching-learning practices within English as Second Language (ESL) programme in the University of Sindh (UoS), Pakistan. The study uses qualitative case study approach, basing its findings on documentary review, observations, and responses of teachers and students. The analysis of the data is informed by Bourdieusian notions of "habitus," "field" and "capital." The study found that UoS's institutional policies and practices are shaped by its position in the field of higher education, which shape ESL teaching-learning practices. Specifically, UoS defines its "capital" as "higher education for all", which in practice translates as admitting students from disadvantage groups. To meet English language needs of these students, UoS offers the ESL programme. However, teaching-learning practices of ESL are significantly influenced by UoS's policies related to faculty hiring and development, ESL teachers and administration relationships, teacher-student ratio, assessment, quality assurance, and learning support resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01