A Content Analysis of English Textbook of Punjab Textbook Board of Grade 8 in Pakistan

The first competency “reading and thinking skills” aims learners to discover and understand a variety of texts, which entail reading and thinking strategies for understanding, fluency, and extensive reading (Government of Pakistan, 2006, p. 13). Another aim of this competency is to make learners read and analyze literary texts for seeking information and ideas, which will help them develop meaningful associations. Extending conceptual understanding can be seen in all chapters of the textbook understudy such as warm-up/ brainstorming questions. Pre-reading strategies are found in the beginning of all chapters. At the same time, analysis of the paragraphs to identify topic and supporting details are found in the learning outcome and activity of third chapter which is a poem “On the Ocean” and in the fourth chapter “An Exhibition.” Skimming is seen in Chapter 1 “The Rasool (SA),” Chapter 3 “On the Ocean,” and Chapter 13 “The Telephone.” But inference, using pronouns, anaphoric/cataphoric, arrangement of paragraphs, and chronological order, identifying text from specific to general and less general and most important to least important, are not found in the textbook thoroughly.

Competency requires the students to apply critical thinking (Government of Pakistan, 2006) to interact with the text, but mostly intensive reading was found (p. 70). Critical thinking application can be seen, wherein comprehension questions are asked. Directions are given to the teachers to conduct pre-reading activity to create students’ interest in the text and assess their previous knowledge on the topic (Instructions for the Teacher: Chapter 5, p. 27). While-reading questions/activities are given in all the 14 chapters; instructions for teacher are given in Chapters 5, 7, 8, 9, 12, and 14 to engage the students in while-reading activity. While-reading activity given in the box may be exploited for better understanding of the text in the class. Further questions may also be generated for the said purpose (Instructions for the Teacher: Chapter 7, p. 41).

To improve reading skills, it is equally important to inculcate and enhance learning ownership, autonomous learning, and critical thinking skills (Asghar & Al-Bargi, 2014). Asghar (2014) reviewed the reading goals of National Curriculum and claimed that critical thinking severely lacks among Pakistani students due to the use of conservative teaching and learning methodologies in the classroom settings. The word context is only seen in the poems. Scanning, deducing/implied meaning, inference of missing words, and map instructions are not found in the textbooks. However, contextual clues are given in each chapter. Asghar (2014) concluded his research on the National Curriculum’s competency and gave a reason that the set goals and aims could not be achieved due to teachers’ and students’ lack of knowledge and skills. Asghar (2013) found in his survey that only 11 out of 93 higher secondary students claimed that they were able to comprehend and answer the questions themselves. The rest of the students responded that they could not understand even the simple questions.

Asghar (2013) also maintained that the texts/content in the textbooks do not represent learners’ immediate context. Second, he found that because the language and themes of a few texts were either above or below students’ cognitive level, they could not exploit the content well.

The second competency-writing skill, given in the English Curriculum 2006, aims students to be fluent and accurate, in writing, specifically in academic, transactional, and creative writings (Government of Pakistan, 2006). It aims students to become capable of analyzing written conversation to be used in their own compositions, making them learn techniques for writing a paragraph in an organized manner, for instance, writing a clear topic sentence and supporting details. Writing competency aims students to write, keeping in mind the audience and purpose. However, only one activity has been given in the textbook for the said purpose, which requires them to write vote of thanks. Similar types of activities are asked to be undertaken, such as “write a letter to your friend telling him about the exhibition that was recently held in your school.” Alharbi (2015) notes that writing skills in the textbook understudy have controlled and guided compositions in the early stages and do not demonstrate techniques for writing compositions. Pre-reading strategies are also included, for example, “Write a paragraph of about 100-150 words on ‘Magic Show’ you have ever seen. Make a mind map first. Your paragraph should comprise the given points” (p. 30, Activity D). Another goal of writing skills aims at using descriptive, expository, and narrative texts for diverse functions and audiences. Features of simple composition and order of sequence are found, but classification of descriptive composition, objects, and places is neglected. Free writing is also included by asking students to write a few sentences on topics like “what you would like to pray for, importance of justice, something you can do in someone’s life, do good have good, mobile phones.” Paraphrasing skill has also been covered to make students write in simple words of their own. Besides these activities, neither any letter has been asked nor is any difference of conventions, vocabulary, style, and tone focused. Brainstorming, identification of topic sentence, and supporting detail are found, whereas drafting, revising, and editing for organizing a topic sentence; relevant and adequate supporting details; effective style; appropriate transitional devices; punctuation; vocabulary; and proofreading are missing. Written discourse to be used in personal compositions, techniques for effective paragraph organization and development such as a clear topic sentence and supporting details, and using functions in communication are somehow found in the textbook, like expressing personal interests, sharing ideas, and expressing reasons for likes and dislikes, but wishing in the form of conditionals, expressing approval, disapproval-politely, greeting, compliments, invitations and farewells, apologizing, gratitude, restating, simplifying, explaining one’s point of view, and acknowledging others’ contribution are found to be missing and could have been elaborated on more.

Summary skills are found in the learning outcome and summary of Chapters 3, 6, and 12. However, the students are asked to write a summary without giving any direction. Word knowledge, cause and effect of proposed solution, and evaluating material are focused. However, a large proportion of the C-2 (writing skill) is not incorporated in the textbook.

English curriculum (Government of Pakistan, 2006) aims to enable students to communicate and speak effectively and appropriately, in social and academic conventions, with individuals and groups both formally and informally. The aural/oral competency is the need of the hour. All standards, benchmarks, and SLOs are specified, but still a gap is found between the document and execution in the form of a textbook, which needs to bridge the gap. While looking and trying to create a connection between the theory and implementation, a state of being lost is felt time and again.

The findings of current study indicate that the focus of the communicative competence in Pakistan happens to be only on accuracy (grammar and syntax; structured grammar) and less focus is given to fluency. And even after having that well-concerted effort of compiling the English textbook (understudy), the textbook could not be compiled the way it was conceived to be. It was also found out that interactive activities, which require students to produce, generate, and exploit the language confidently, were seriously neglected.

The activities should be devised to cater the target population to achieve their fluency, and at Stage 2, they should be targeted to achieve accuracy. Students are expected to express their thoughts, emotions, feelings, and experiences, to practice to express agreement and disagreement continuum. Making a plan can be a very realistic activity, which can really benefit students in their daily lives, where they can make their timetables and plan on monthly, weekly, or daily basis. The beauty and real essence of oral communication are to be as original and spontaneous as they could be. According to Wang (2017), skills are required to use spoken English effectively and appropriately in social situations. He focuses on students’ oral competency based on three aspects: students’ oral test scores, oral production, and quality of spoken English.

One benchmark of the English curriculum (Government of Pakistan, 2006) aims students to communicate their ideas in social and academic conventions through dialogue, panel discussion, and a talk. The focus of the English curriculum (Government of Pakistan, 2006) was conceived to be focusing on enhancing the “skill” through a dialogue or a discussion but is found to be contrary in the present study in which the channel of dialogue is used as a topic which is found several times without giving rules, conventions, and dynamics. Hence, the set goals could not be achieved, and the learners were found completely unacquainted with communication skills. Language used in the textbook understudy is also found quite simple, and no logical progression could be found from one dialogue to the other.

Very generic and reiterated tips are given in the textbook understudy, for example, asking students to role-play, but assessment criterion has not been provided to them. At the same time, it is also indicated that the dialogues given in the textbook lack context specification and instructions. There is the need to add the relationship between the hearer and the listener (interlocutors/conversation partners) and their level of formality clearly. In a dialogue context, register, level of formality, and style need to be mentioned explicitly and all dialogues are found totally controlled. Instructions for dialogues are quite brief so much so that a reader cannot understand what to do, how to do, and how they are going to be examined?

Dialogue given in the exercise of Chapter 1 is related to tolerance—the theme of the story (p. 10), Oral communication skills are given in the poem “On the Ocean” (Chapter 3) in the form of a dialogue.

Nadia: We should go for picnic. Shazia: Yes, we should go. Nadia: This is an excellent idea but the whole class should decide the picnic point first. Shazia: Yes the whole class should be involved in this decision. Fakhra: Dear where do you want to go? The whole class agrees to go to the beach to see the ocean. Nadia: Well the beach is a very good place. We shall request our teacher about our picnic trip (the whole class cheers up) (p. 23).

The dialogue is somewhat related to the topic of the poem but is a very controlled exercise according to the Grade 8 students. Similarly, Chapter 5 in the textbook is a story about a magician and activity (G) is regarding oral communication skills. No orientation to dynamics is given. But, this dialogue is well developed as compared to the other dialogues (p. 231). A dialogue between two friends is given in the exercise of Chapter 8, “Hockey.” The activity should be logically and theoretically connected with the previous parts. The dialogue given in Unit 8 is shorter and brief compared to the dialogue given in Chapter 5. So, it lacks logical progression and should carry context and clues for students to make a dialogue themselves and was found to be a controlled activity. A dialogue is given in the poem “Prayer” (Chapter 9) that starts very subtly and is about a mother and a son named Ali. These dialogues are somewhat relevant to the lessons but are too short.

Mother: Ali, why are you not going to pray today? Ali: Mama, I am not feeling well. Mother: But you are grown up now, you should not miss your prayers. Ali: Mama! Why do we pray? Mother: Because we have to thank ALLAH Almighty for His blessings. Ali: Can’t we skip prayers even for a single day? Mother: No, we cannot. Ali: Ok mama. I’ll not skip my prayers anymore. Mother: Good.

Dialogue given in the exercise of Chapter 10 is of simpler level (p. 70). The dialogue is as follows: Majid: ASALAM U ALIKUM, Naveed: WA ALIKUM US SALAM.

Majid: Naveed, I need your pen. Naveed: Where is your pen? Majid: I have forgotten it at home today. Naveed: Don’t worry. I have an extra pen. I’ll give it to you. Majid: Thank you. Naveed: You are welcome (p. 80).

Finally, in the last unit of the textbook understudy, it is found that students are given a dialogue to conduct between two friends on rapidly increasing number of road accidents (p. 93).

In poetry, literary devices, critical appreciation, and critical thinking should be practiced and enhanced, and the link between the world of imagination and literature should be connected. Subjective approach, perceiving things from different angles, should be encouraged; hence, subjectivity and personal interpretation should be promoted. Dialogues given at the end of poems should have a reflection of the themes of the poems.

Ideally, there should be a progression from the previous part, but all the dialogues are almost same in the length, number of words, and in terms of similarity of ideas. Chapter 10 is about a historical figure Hazrat Umer but ends with an activity of a dialogue, which is between a teacher and a student named Asghar. Chapter 12 is a poem “Water Is a Lovely Thing” by an anonymous poet. The dialogue is extremely short and consists merely of eight lines, where the speaker and hearer are asking for the pen and helping to give an extra pen. The last Chapter 14 titled “Let’s Make Our Roads Safer!” is about traffic in Pakistan and the causes of accidents. The discussion asked to be conducted is covering Benchmark II to have a panel discussion on a particular topic in the social or academic settings. This dialogue is relatively relevant compared with other dialogues given in the textbook. But logical, cognitive progression is lacking. Despite giving repetitive dialogues, protocols of conducting such talks and dynamics have not been taught. Neither social nor academic conventions are imparted to students to communicate information and ideas effectively.

Wang (2017) studied Sri Lankan society, which is growing in a variety of different directions every day. Yet, although English is regularly taught in all schools from the nursery to the tertiary levels in Sri Lanka, the learners suffer from a great lack of fluency in their oral communication. They are generally competent in their cognitive skills but weak in their communicative skills. The main aim of Wang’s (2017) study was to determine how cooperative learning is an effective approach to develop and enhance the speaking skills. The results revealed that majority of the students could not speak English properly and feel apprehensive due to a number of language deficiencies. But through cooperative learning, students interacted and expressed themselves more with their peers (Wang, 2017). Wang suggested the use of a cooperative learning strategy to promote oral skills and recommended exploiting cooperative learning strategy to make oral communication successful. He maintained that cooperative learning facilitates students’ acquisition of spoken English and promises a much improvement in students’ oral skills (Wang, 2017). The cooperative learning may be used for developing oral/aural communication skills in Pakistan as well.

The fourth competency intends to cover three main areas of English language, namely, pronunciation, vocabulary, and grammar. Pronunciation is comprehensively covered in the previous grades; hence, less focus is given on pronunciation in Grade 8. In vocabulary, only diphthong and syllables are covered in the textbook, though it aims to enhance vocabulary by means of word roots; clues with the help of context, dictionary/thesaurus, and the environment. Grammar and syntax intend to make students understand grammatical functions/principles/punctuation, and syntax to recognize functions of grammar, tenses, and transitional devices both in writing and speech. The findings reveal that making noun from the following verb, collective noun, concrete and abstract nouns, articles, and punctuations are covered in the form of fill in the blanks; use of have, has, present perfect continuous, phrasal verbs, determiners, preposition, proverbs, gerunds, auxiliary verbs, change the form of tenses, and sequence are given in transitional devices. The negative and interrogative conversion, voice, and narration are heavily emphasized in the textbook.

Grammar is the fundamental area of any language in the world. A misconception persists that grammar should ideally be taught through inductive approach. The English textbook of Grade 8 does not even provide students with any of the concepts deductively or inductively. The textbook does not cover any of the areas properly. Activities are not sequential. Singular and plural and change of gender of pronouns are not properly covered. There is no activity for teaching of verbs and tenses. Activities lack clear instructions.

Punctuation helps organizing the thoughts as well as understanding of the message and content. No paragraph is seen to be allocated for punctuation or a part of any of the criteria of organizing the writing or understanding reading. Alharbi (2015) also revealed in his study that Saudi students were not satisfied with the vocabulary section, and they viewed insufficiency of vocabulary list/glossaries and distinction between receptive and productive vocabulary as these were not presented completely.