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This book presents empirical research on teaching, learning and
assessment, and teacher development practices in Pakistan.Â
Despite extensive academic research conducted in Pakistan over the
last decade, there is a dearth of internationally published
literature on English language teaching in the country. This book
covers current research priorities and initiatives concerning
English language teaching, learning and assessment, empirical
developments, and major professional development initiatives, both
in Pakistan and involving the work of Pakistani scholars based in
abroad. It highlights the impacts that development efforts are
having in the ELT world in Pakistan. The respective chapters cover
a diverse range of topics, including: continuous professional
development (CPD), identity construction, English language policy,
curriculum development, and innovative ELT approaches and
methodologies used in Pakistan. This volume provides valuable
insights for TESOL and applied linguistics scholars and
practitioners working in the field of ELT, both in Pakistan and
elsewhere in the globalized world.Â
This thesis aims to explore the continuing professional development
(CPD) of expatriate teachers employed in the foundation English as
a Foreign Language (EFL) programme of federal universities in the
United Arab Emirates (UAE). In order to understand the phenomenon
of CPD from the perspective of experienced teachers in the context,
this study explores their perceptions about CPD; along with their
choice of CPD initiatives and the reasons and factors which impact
on their choice. It also explores teachers' suggestions about
improving CPD in their context. The results of the study are
expected to create awareness of these aspects among the community
of experienced EFL teachers, their institutions and the local CPD
organisations. Findings are also expected to raise implications to
consider for improving the CPD experience of teachers in the
context.
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