RELIGIOUS DISCURSIVE PRACTICES IN THE ESL UNDERGRADUATE CLASSROOM
A critique of the Teachers’ views and discourses in Pakistan
Abstract
The study focuses on the Islamic ideological discursive manifestations in the second language multicultural and multilingual classroom as to how they are enacted. The English as Second Language (ESL) classrooms involve the classroom participants in learning the non-native language through the explanatory discourses enacted by the language teachers. Since, classroom is a constituent of the social growing practices, the classroom approved practices contribute a substantial part in developing and establishing social norms in terms of ideological preferences. All the universities of Islamabad were taken as the sites of the study where the undergraduate four-year English program is being taught. The study is a census enquiry where all the population (in terms of teachers) of the sites is considered as the sample; and all study participants were contacted to be part of the study. The data were collected through semi-structured interviews. It was found that the ideologies of the dominant groups are prevalent in the ESL classrooms where the teachers enjoy complete academic and administrative authorities. Although the classrooms have religious freedom; yet, Islamic ideology prevails in terms of its practice and preference. In order to get plausible academic results in the ESL multi-ethnic and multicultural classroom, the teachers need to understand, perceive and sensitize themselves to the cultural, ideological and social understanding of the ESL Classroom participants.
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