Learner-Centered English Language Teaching and Syllabus design: An Analysis of the Secondary School Level ESL Curriculum and Instruction in Punjab, Pakistan.

Abstract

The aim of this study is to find out the learner centeredness in the course syllabi of English language teaching at secondary level in PTB. The study will also explore the use of socio-cultural elements in the course content of the book of 9th class. For the purpose to evaluate the learner centeredness of the course syllabi at secondary level in PTB, rubrics for determining degree of learner centeredness presented by Cullen and Harris (2009) were adopted and it was evaluated whether the course contents meet the required criteria. It was found that learning rationale, syllabus focus and learning outcomes meets the requirements of learner centeredness while teacher and students’ role, collaboration, outside resources and assessment and evaluation don’t meet the criteria of rubrics.