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Title GLOCALIZING ENGLISH LANGUAGE PEDAGOGY: A CASE STUDY OF PAKISTAN MILITARY ACADEMY

Author(s) Mr. Amjad Sultan

Abstract ABSTRACT Title: Glocalizing English Language Pedagogy: A Case Study of Pakistan Military Academy Language teaching material in general and English language pedagogical material in specific has always been a tool of inculcating certain cultural beliefs and its various manifestations including religion, politics, history, gender, arts, customs, values, and traditions. Globalization in this regard has also played its part in inculcating global culture, mainly manifested as western culture in English language textbooks taught majorly in non-English speaking countries. As a response to this practice of globalization in general another behaviour of meshing local with global called glocal in education, economics, politics, and other spheres of life has emerged. In this regard, English language pedagogy has got little attention. The current study attempts to explore various attitudes, behaviours, expectations, and prospects of glocalization in the existing theory and practice of English language pedagogy in the Pakistan Military Academy (PMA) which is a neglected researched setting to some extent. To achieve this goal, the current study embarks on a mixed-method approach, in the form of a case study, by utilizing survey and content analysis of English textbooks taught at PMA. Glocalization as the main theoretical framework with an analytical framework adapted from Byrem’s (1993, 2001, 2006) content analysis based on target and source cultural elements was utilized. The QUAN Content analysis and QUAL Content analysis of English language textbooks showed more use of cultural content of the UK and the rest of foreign countries especially from the west in the textbooks taught at PMA to the cadets. These findings in the form of existing practice were in disparity with the viewpoint obtained through questionnaires filled out by the cadets and their English language teachers. It was clear that the respective readers were significantly interested in including content related to the local cultures of the cadets in amalgamation with the cultures of foreign countries. This suggests a desire to have glocal English language pedagogy at PMA. Keeping these findings at the forefront, the current study recommends conducting more studies in order to establish the theoretical standing of glocalization. Moreover, it is also recommended that textbooks of English need a reappraisal of the syllabus designers with special respect to glocalization.

Type Thesis/Dissertation PhD

Faculty Languages

Department English

Language English

Publication Date 2021-08-27

Subject English Linguistics

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