Running Head: COMMUNICATIVE GOALS CURRICULUM IN PAKISTAN

Developing a Curriculum Based on Communicative Goals in Pakistan

Rameeza Aslam

Ms Amina Ameeruddin Chughtai M.Phil Applied Linguistics 13th May, 2012 Kinnaird College for Women Lahore

COMMUNICATIVE GOALS CURRICULUM IN PAKISTAN A curriculum developed on communicative goals

Longman Dictionary of Language Teaching & Applied Linguistics defines the Communicative Approach or Communicative Language Teaching as an APPROACH to foreign or second language teaching which emphasizes that the goal of language learning is COMMUNICATIVE COMPETENCE.(Richards et al 1992:65) According to the same dictionary, the approach which has been developed by British applied linguists as a reaction away from grammar-based approaches a) teaches the language needed to express and understand different kinds of functions b) is based on a NOTIONAL SYLLABUS or some other communicatively organized syllabus c) Emphasizes the process of communication, such as using language appropriately in different types of situations; using language to perform different kinds of tasks, e.g. to solve puzzles, to get information , etc.; using language for social interaction with other people. As the scope of Communicative Language Teaching has expanded, it was considered as an approach rather than a method, which aims to; i-make communicative competence the goal of language teaching ii- develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication. (Richards and Rodgers 1986) Similarly this approach to language teaching is characterized by the following features; 1. An emphasis on learning to communicate through interaction in the target language 2. The introduction of authentic texts into the learning situation 3. The provision of opportunities for learners to focus, not only on language, but also on the learning process itself 4. An enhancement of the learners own personal experiences as important contributing elements to classroom learning 5. An attempt to link classroom language learning with language activation outside the classroom. Clarke and Silbertstein in 1977 emphasized classroom activities should match the real world as closely as possible. Since language is a tool of communication, methods and material should concentrate on the message not the medium. (cited in Richard, n.d.)This very argument was later developed into a language teaching methodology known as communicative language teaching (CLT). It is basically a set of principles used to develop learners communicative competence in a target language. Fluency or usage is focused here rather than accuracy or structure. Learners learn the target language actively by practicing its usage in classrooms

COMMUNICATIVE GOALS CURRICULUM IN PAKISTAN

according to real life situations. Since its inception in 1970s, CLT has passed through a number of phases. Initially it was concerned with designing syllabuses to develop learners communicative competence by working on function of language rather than its structure. Later focus shifted to learners communicative needs, where the concept of English for specific purposes (ESP) came in and hence methodologies and classroom activities to be used to teach such a course came to be the major concerns in the category. The entire curriculums started to be developed on a basis of a needs analysis (Richard, n.d.). Such a curriculum appears to be the best approach in teaching a language, especially in Pakistan but at the same time designing such a curriculum is extremely difficult. A lot of creativity and innovation is required at the hands of the planners of such a course. Furthermore, Communicative goals may not serve all language programs appropriately hence a lot of knowledge and proficiency is required by the decision makers and curriculum planners. In Pakistan, lack of expertise in such a field is a major problem. Too many people are involved in developing curriculum here; out of which majority are not even relevant educationists but simple politicians. A few experienced teachers who are involved are themselves a product of obsolete, structured language teaching methodology (teacher centered; grammar translation methods) and are not aware of the this contemporary style and the implication it holds. So it is important to consider the efficiency of their input. Dublin and Olshtain (1986) propose that an idealized communicative curriculum is based on three major areas: 1. Sociocultural views of the nature of language Sociolinguistics view highlights the connection of language and society or culture since language is a product of these two. This phenomenon provide an in depth outlook of language structures considering variables such as speaker, hearer, setting, topic and channel. This not only considers the micro level factors but macro level factors have been cogitated as well. Micro level factors include the speakers use of particular language style according to the situation and social settings, and macro level factors consist of speech community in a broader spectrum. This has been studied at various levels in different parts of the world. These studied helped in determining what language to be taught or the selection of materials and content for a communicative curriculum. The aim of such a curriculum is preparing learners for actual settings where they are able to communicate in the target language. An important fact that cannot be ignored with respect to Pakistan is that no authentic sociolinguistic theories exist pertaining to localized languages. No doubt certain researches exist which are subject to sampling and may not be generalized. Such hypotheses might prove flawed if used as a basis for deciding content. On top of that no set pattern of language planning or policy is at practice. The continuous shift in English- Urdu medium and the debate on either of these being the official language already is a big challenge

COMMUNICATIVE GOALS CURRICULUM IN PAKISTAN for curriculum designers. On top of that, there is uncertainty of real settings- the most formal settings may be using localized/provincial languages and most informal settings maybe using official English language. All this adds to the difficulty that decision makers here face. The difficulty lies at the needs analysis stage. Looking at the hybrid social setup of Pakistan it is difficult to analyze a standardized need of learners. 2. Cognitively-based view of language learning

Second thing to consider while designing communicative goals curriculum is the different learning styles that learners have. Awareness and consideration of learning styles help in coming up with efficient learning experiences for students. Since CLT is a learner centered approach so this particular element is very important to consider. Important things to note here are: Strategies & Tactics Mc Laughlin (1981) differentiates between Acquisition heuristics [universal language learning processes applied by all learners alike] and Operating Procedures [learning processes adopted by individuals]. Similarly Seligner (1983) distinguished between Strategies [abstract, superordinate, constant and long term processes applied by all alike] and Tactics[Temperory ways of achieving long term learning devised by individuals according to their suiting] Learners have complete control over tactics as compared to strategies which are innate.(cited in Dublin and Olshtain 1986).

Context-embedded and context-reduced language use Different processes and strategies are involved in learning second language in its natural environment and in school as a subject. Cummins (1978, 197, and 1980) presented his interdependence hypothesis which asserts that proficiency of second language in a school environment largely depends on literacy and way of learning of first language. Usually formal, decontextualized training of first language helps in learning a second language more easily in school settings. Furthermore, Cummins (1981) used the following continuum of contextual support to explain the communication of meaning.

COMMUNICATIVE GOALS CURRICULUM IN PAKISTAN

Cumminss continuum helps in making following important decisions: In deciding course objectives according to the learners competence and performance expectations before entering the learning program In planning learning tasks according to the cognitive ability of learners In designing activities for language use based on a smooth transition from context embedded to context reduced communication needs to be used in order to develop learners to function with perfect structure of language In planning overall course, both fluency and accuracy need to be developed in students. The holistic approach to language learning In order to overcome the shortcomings of overemphasis on developing accuracy of language in learners earlier, CLT focuses on a holistic approach. It implies knowledge of the grammatical system as less important as performance. In other words, such competence includes both the usage and use of the language (Widdowson, 1984). Unlike the audiolingual method, the Communicative Approach gives priority to the semantic content of language learning. (Majid AlHumaidi, n.d.). Language is taught as a whole and not in discrete forms. What learners errors tell us Communicative Language Teaching encourages creativity and self-expression in learners hence errors are taken positively under this approach. Errors are considered as a part of the learning process itself. Since learners adopt hypothesis testing as a method of language learning errors pattern can be highly unpredictable. If we evaluate this approach in Pakistani context it leads to certain complexities. Pakistan which is a multilingual community has many difficulties in achieving goals regarding second language acquisition. It is true that learners acquire L1 in natural settings yet they learn it formally in schools as well. So at a same time they are being exposed to two languages in a formal setting. Secondly, the available resources are very limited to spend on syllabi and

COMMUNICATIVE GOALS CURRICULUM IN PAKISTAN

curriculums. Even if the right direction has been emphasized in the curriculum then it is not achievable due to financial constraints. This results in well documented curriculums keeping in view the standardized yard scales yet they are difficult to achieve or implement. Another problem with the second language learners is the translation of L1 into L2 or L3. Although CLT doesnt suggest that but in reality it is difficult to apply and practice. Pakistani students think in their native language and then translate into English which impedes their thinking process as well as spontaneity. Related to this problem, teachers are not that efficient or trained to apply all those strategies and tactics in their classrooms which creates more difficulties at both the sides. It is necessary for the learners to learn the grammatical rules as the basis to use correct language structure in their written and spoken discourse. . Hence, with Pakistani students, it can be assumed that it would be very difficult to determine learning strategies form tactics as Seligner differentiates. In addition to this if Cummins continuum is used to develop curriculum and if errors of learners are considered normal eventually Pakistani students would master the skill of communicating their message but with no grammatical perfection. Fluency is important but accuracy is more important than fluency and it is easy to become fluent after being accurate but it is extremely difficult to unlearn the wrong structures at the later stage of your life and learn the new and accurate ones. So in order to avoid fossilized errors occurring in students at college level teaching of structure of language is important. Also it needs to be considered that learners competence needs to be developed in language use not only in spoken medium but also in written medium. Written medium requires grammatical perfection and no errors are acceptable. Such competence cannot be developed according to CLT.

3. Fundamentals of a humanistic curriculum Curriculum developed on communicative goals was called by McNeil (1977) as the humanistic curriculum (cited in Dublin and Olshtain 1986). Such a curriculum encourages sharing of control, negotiation, and joint responsibility by co-participants; it stresses thinking, feelings and actionsThe deepest goal or purpose is to develop the whole person within a human society(Mc Neil, 1977-cited in Dublin and Olshtain 1986). The range of exercise types and activities compatible with a communicative approach is unlimited. Moreover, it is not assumed in this approach that the teacher is the center of all classroom activities (Al-Mutawa and Kailani, 1989). In other words, the communicative methodology is a learner-centered approach to language learning but a teacher has a role to play and thus a teacher's and learner's motivation and positive attitudes are crucial for effective teaching and learning. Such a curriculum tries to achieve the following objectives: Focus on self-determination and evaluation and reflects learners autonomy. Use of realia in the classrooms to teach. Meaningful communication is a part of this approach. Teacher becomes a facilitator who is just in charge of class environment.(connectedness)

COMMUNICATIVE GOALS CURRICULUM IN PAKISTAN First language of the learner is viewed as a useful tool for learning.

Humanistic approach in Pakistan has many pros and cons considering the context. Humanism provides a way of looking at the instructional design process that emphasizes the strengths the learner brings to the instructional setting. It is an optimistic perspective that celebrates the potential of learners to successfully engage in the instructional process. Here teachers are not trained in this paradigm. They have to follow the given outline related to teaching where the individuals personal traits are not served well. Now the freedom which Humanistic approach gives to a learner is not applicable due to the environment which a teacher brings in or the constraints an instructor has. As Patterson (1973) has stated that "the purpose of education is to develop self-actualizing persons" which is the least achieved goal in our education system. Moreover, administrative aspects are also involved such as loading classes with large numbers of students; a fact that would kill any effort towards language teaching in general, let alone applying this approach. Besides these, evaluation of student learning is another big issue to be thought over. At present in Pakistan, standardized exams are held on set patterns. In this situation if the students are taught through this Communicative Language Teaching method it would be injustice with the students, as they would not be able to score marks in exams and fall short of merit. Doing away with such standardized examination is also not a practical solution, since no uniform measurement of learning would mean no coordination among various schools in producing learners according to certain criteria. Humanistic approaches with relative evaluations can be more workable in small town setups with limited schools but in large cities like Pakistan has with huge population of learners in schools its important to have a standardized evaluation system. Role of Teachers and Learners in Communicative Curriculum

COMMUNICATIVE GOALS CURRICULUM IN PAKISTAN

References Madyarov,I. 2009 Widening access to education: A case for bilingual distance curriculum. From http://www.itdl.org/journal/mar_09/article02.htm http://www.scribd.com/doc/51155782/Communicative-Language-Teaching Nunan,D., n.d., Communicative tasks and the language curriculum. From http://tesolexpert.com/home/CommunicativeTasksAndTheLanguageCurriculum.pd f