Cultural Implications on Teaching and Learning English at Graduate Level in Private Universities of Sialkot: A Minimalist Technique

Abstract

This research delves into the current landscape of English Language Teaching (ELT) in Pakistan, specifically focusing on its cultural implications at the graduate level within private universities in Sialkot. The study addresses the prevailing confusion among Pakistani educators regarding whether they are instructing English as a Foreign Language (EFL) or a Second Language (ESL). Notably, language and culture have been traditionally treated as separate entities in English language classrooms in Pakistan, hindering the cultivation of cultural intelligibility and awareness among English Language learners. To tackle these issues, the study employs Caroll's minimalist framework and integrates Greaney's minimalism components. The research involves a sample size of 200 graduate-level students from two private universities in Sialkot, Pakistan. The experimental research design incorporates pre-tests and post-tests to validate the effectiveness of the minimalist technique. The findings of the study underscore the challenges faced by learners in grasping native equivalents for foreign cultural words, impacting conceptual comprehension. Consequently, the research emphasizes the critical need to implement cutting-edge teaching techniques to enhance language learners' comprehension and cultural sensitivity. The study advocates for the integration of native culture into language education in Pakistan, asserting that this integration is imperative for fostering a more effective and culturally aware English language learning environment.