ESL Syllabus Designing: Perspective of University Teachers in Pakistan

Abstract

The study aims to investigate the perspectives of ESL teachers about the syllabus designing and its practical implementation for ESL learners in universities of Punjab, Pakistan. For this purpose, researchers relied on qualitative approach for in-depth analysis of ESL teachers perspectives to gauge their knowledge about syllabus designing, their required roles and implementation processes including methodology and assessment tools. In this regard, a tool of semi-structured interviews was used. The sample of the study consisted of 15 ESL teachers from six major universities across Punjab, Pakistan. The in-depth analysis of recorded and transcribed data reveals that syllabus designing process for ESL learners in Punjab, Pakistan is based on specialist approach (Johnson, 1989) which
is a basic hindrance in successful classroom implementation of the syllabus because it restricts the role of teachers and students to classroom implementation only. Moreover, the analysis revealsteacher’sknowledge and dissatisfaction with syllabus designing for ESL learners. In addition, the analysis demonstrates that teachers need more central roles (Grave, 2008) in designing syllabus for ESL learners being the primary implementers along with HEC and other stakeholders. The present study may help syllabus designers to understand the perspective and problems of teachers to design syllabus.