Culture, class and power: A critique of Pakistan English language textbooks.
This essay investigates the ways in which the English-medium education can be perceived as a solution or a problem in UK educational setting, in the specific case where English is not the dominant language of the pupils’ homes and community, and outside the UK, with particular reference to India’s educational setting.
International Journal of Humanities and Social Sciences, 1(15), 111-119.
Testing creative writing in Pakistan: Tensions and potential in classroom practice.
British Educational Research Journal, 38(2), 299-317.
Student views on learning grammar with web and book-based materials. First of all, in order to proceed with the analysis, it is important here to highlight the meaning of the term English-medium education.The term refers to the use of English as the medium of instruction, the language used to teach all the schooling subjects, such mathematics, philosophy or art. Conditions under which English is taught in Pakistan: An applied linguistic perspective. Pakistan Journal of Social Sciences, 32(2), 529–540. Dreams and realities: Developing countries in the English language (pp.1-21). English language teachers’ opinion on intermediate English textbooks taught in Punjab Pakistan. With this background in mind, the current research focused on teaching English reading and writing skills and the problems faced while teaching these skills at Secondary School Certificate (SSC) level in private non-elite schools in Karachi. The sample of the study comprised 20 SSC level students, 12 SSC level English language teachers of non-elite private schools and 5 student notebooks. British Journal of Educational Technology, 39(4), 738-747. Innovating research topics in learning technology: Where are the new blue oceans? The connection between reading and writing in the writing center environment.