A Study of Languaging in English Language Classroom Discourse (ELCD) in Pakistani Context: From Theory to Practice

Nasim Gul; Dr. Syed Sabih Ul Hassan; Dr. Afia Tasneem Wasti

Nasim Gul Lecturer, Department of English, Kohat University of Science & Technology (KUST) Kohat and FATA University Kohat, KP, Pakistan
Dr. Syed Sabih Ul Hassan Assistant Professor, Department of English, Kohat University of Science & Technology (KUST) Kohat, KP, Pakistan
Dr. Afia Tasneem Wasti Assistant Professor, Department of English, Kohat University of Science & Technology (KUST) Kohat, KP, Pakistan

Abstract

This research study begins with the assumptions that languaging in language classroom discourse plays a significant role in transmitting target language (English) knowledge, ideas, concepts and information in a holistic way. The focus of the present study is on the shift from ‘Language’ to ‘languaging’ in language classroom discourse i.e., how actions are performed through language in language classroom. Participants for the current study are selected on criterion sample technique from two Pakistani prestigious universities; National University of Modern Languages (NUML) Islamabad, Pakistan and Allama Iqbal Open University (AIOU) Islamabad, Pakistan, where Degrees/Diplomas/Certificates courses are offered with particular focus on English language learning. The data for this study are collected from 10 English language teachers through observations and interviews in order to mine their experiences and practices regrading/of languaging in language classroom discourse. Firstly, interviews are conducted from the participants then the interviews data are transcribed for thematic analysis. Secondly, participants (English Language Teachers) are observed in classroom in 8 meetings (language classes) accordingly, field notes are prepared by the researchers. The main findings of the study are that; English teachers often do languaging in language classroom discourse. For instance, to explain difficult concepts in target language, they used local/regional language to support communication/understandings. Often, they give examples to the students in order to resolve the problems, they face and to clarify their concepts. Furthermore, close-reading, and picture description techniques are mostly used by the language teachers in language classroom at university level in Pakistani context. The current study also reveals that language is used as a process towards the product in the process of languging. Language is used in the process of languaging as a tool as well as an object in language classroom discourse at post graduate level. Furthermore, research in future could be conducted to investigate the effects of ‘languaging’ on language learning and teaching in language classroom settings. The article is concluded with conclusion teaching implications and recommendations.

Keyword- Phrases: Languging, Language, Classroom Discourse, Discourse Analysis, Critical Discourse Analysis (CDA), Approaches to Classroom Discourse