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Title Critical Classroom Discourse Analysis at Undergraduate Level in Pakistan

Author(s) Mr. Muntazar Mehdi

Abstract ABSTRACT Title: Critical Classroom Discourse Analysis at Undergraduate Level in Pakistan The current study focuses on the ESL multicultural classroom discursive practices on ideology, race, power, resistance and gender. The ESL classroom involves the classroom participants in learning the non-native language in a common setting where all the students learn the content of the ESL course in socially constructed practices. Since, classroom is a constituent of the social growing practices, the classroom approved practices contribute a significant role in the development and establishment of social norms. All the three universities of Islamabad (the capital city of Pakistan) were selected as the sites of the study where the undergraduate four-year English program is being offered. The study is a census enquiry where all the population of the sites is considered as the sample. Moreover, all the teachers and the students of the research site were contacted to participate in the study. The data were collected through interviews, questionnaires and structured observation sheets. The study is a mixed-method approach and the design is explanatory-cum-exploratory where the results of the data have been triangulated in order to ensure the validity. It was found that the dominant groups and ideologies are prevalent in the ESL (English as Second Language) classrooms discourses where the teachers enjoy complete academic and administrative authorities. In a multicultural ESL classroom, the students also feel alone and in certain minority groups. Silence among the students has also been observed. Although the classrooms have religious freedom, Islamic ideological discursive and nondiscursive practices embedded with local cultural values dominate. In order to get plausible academic results in the ESL multicultural classroom, the teachers need to understand, perceive and sensitize themselves to the cultural, ideological and social understanding of the students for a smooth academic process in the language classroom.

Type Thesis/Dissertation PhD

Faculty Languages

Department English

Language English

Publication Date 2021-10-28

Subject English Linguistics

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