Practicing Language Policy in English Language Teaching Institutions

Abstract

The implementation and efficacy of English language curricula at private English language teaching (ELT) institutions located throughout District Mardan, Khyber Pakhtunkhwa, Pakistan, are examined in this research. Finding curriculum inequalities, investigating underlying issues, and making useful suggestions for reform are the main goals. Even though there is a growing need for English language fluency, particularly in cities like Mardan, private ELT institutes do not follow a set curriculum. Twenty English language teachers from ten different institutes in the district were given a structured questionnaire as part of a quantitative research strategy. The results show that these institutes' curricula, methods of delivering information, and methods of evaluation differ significantly from one another. Educators generally accept a uniform curriculum, but several of them feel concerned about less room to adjust the teaching material for specific situations. Since no body oversees the process, these differences have increased during curriculum development, execution and quality control. Most curriculum plans do not consider students’ different social and linguistic backgrounds, interests and how they learn which results in students not being interested and not learning well. The study points out that having a unified, flexible syllabus is significant, considering both local languages and the rules made by the national education system. It also shows that getting teachers ready, overseeing institutes and frequently checking the curriculum are key steps to take. If a monitoring authority and a common yet flexible English language curriculum are introduced, the region’s education system could become more fair, similar and stronger. Based on its findings, the research recommends particular approaches to improve Mardan district’s curriculum and policies related to English language learning.