REVITALIZING TESOL IN PAKISTAN: EMPOWERING ENGLISH LANGUAGE TEACHERS THROUGH 21ST CENTURY MULTILITERACIES FOR GLOBAL IMPACT
Abstract
The under view study is anticipated to unearth the varied layers of multiliteracies embedded in the Teaching English to Speakers of Other Languages (TESOL) courses of the Bachelor of Education (B. Ed) and Associate Degree Program (ADP) in education prescribed by the Higher Education Commission (HEC). These courses are compulsory courses designed for prospective elementary teachers. In addition, the study is intended to figure out how multiliteracies are integrated into TESOL courses and how far the integration of such courses in the curriculum props up in the revitalization of TESOL practices in Pakistan. To accomplish the intent of the study, the researcher has operated a qualitative method of analysis. To delimit the study and to formulate his analysis focused, a purposive sampling technique has been employed by him to extort the contents of only two courses, i.e. Functional English and Communication English. Data has been analysed through unearthing assorted layers of literacies. In addition, strategies and skills that are exploited to implant multiliteracies in the said curriculum have also been figured out. The findings of the study signify that linguistic, visual, cultural, digital, media, critical and functional literacies are embedded in the said curriculum. These literacies are inserted through activities such as public speaking, presentations, phonetics and morphological know-how, digital avenues, visual texts, cultural know-how and the use of language in real contexts. The study is momentous as it has the revitalizing persona of TESOL by means of empowering English Language Teachers (ELTs) through enhancing their linguistic, cultural, critical, digital, visual, pedagogical and functional competence.
Keywords:
TESOL, ELTs, ELLs, 21st Century, Multiliteracies, Functional English, Communication English
