Pakistani English Stories for Children: Linguistic and Technical Analysis
Keywords:English language learning in Pakistan, English language reading material in Pakistan, linguistic analysis, Pakistani English storybooks, reading for pleasure
The quality of language produced is greatly influenced by the quality of language input. Reading is a major source of language and knowledge input. In Pakistan, two types of books written in the English language are available for the reader. The first type includes the books written and published in Pakistan and the second type is of the books written by foreign authors published in or outside Pakistan. The purpose of this study was to analyze 5 story-books written and published in Pakistan. The linguistic analysis and technical analysis of the books were carried out to explore the kind of material which is being produced locally and is readily available to Pakistani children. The focus of the study was on the English language and technical components of the story-books. Findings of the study reveal that the storybooks contain several language-related problems and technical deficiencies in story writing elements, hence it is concluded that proofreading for language and technical refinement for the storybooks can help improve the work quality.
Aftab, A. (2011). English Language Textbooks Evaluation in
Pakistan (Unpublished doctoral dissertation). University of Birmingham, England . Available from http://etheses.bham.ac.uk/id/eprint/3454
Aydogan, H. (2014). The Four Basic Language Skills, Whole Language &
Intergrated Skill Approach in Mainstream University Classrooms in Turkey. Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy. 5(9). 672-680.
Bhatt, D., & Lilian, L. (2016). An Analysis of Receptive and Productive Skills of
English Language with Special Reference to Indigenous People in Odisha. International Journal of English Language, Literature and Translation Studies (IJELR), 3(3), 633-639.
Boakye, N.A., (2017). Extensive reading in a tertiary reading programme: Students
accounts of affective and cognitive benefits. Reading & Writing 8(1), https://doi. org/10.4102/rw.v8i1.153
Chaffe, J. (1992). Critical thinking Skills: The cornerstone of Developmental Education. Journal of Developmental Education. 15(3), 2-4, 6, 8, 39.
Clark, C., & Rumbold, K. (2006). Reading for Pleasure: A Research Overview. London: National Literacy Trust.
Deneme, S., & Ada, S. (2010). An Application of Skills Integration in Language Teaching. Language in India,10(9), 9-18.
Elbow, P. (2000). Everyone can write: Essays towards hopeful theory of writing and teaching writing. Oxford University Press.
Elley, W. B., & Mangubhai, F. (1983). The Impact of Reading on Second Language Learning. Reading Research Quarterly, 19 (1), 53-67.
Grabe,W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375-406.
Hartley, J. (2007). Reading, Writing, Speaking and Listening: Perspectives in Applied Linguistics. Applied Linguistics, 28(2) 316-320. 10.1093/applin/amm014
Karamouzian, M., Ahmed, F., Nusrat, A., Narcy-Combes, M. (2011). An
evaluation of Pakistani secondary school English textbooks. SPELT 27th International Conference, Lahore, Pakistan.
Kausar, G., Mushtaq, M., & Badshah, I. (2016). The evaluation of English
language textbook taught at intermediate level. Gomal University Journal of Research, 4, 32-43.
Lesaux, N. K., & Siegel, L. S. (2003). The Development of Reading in Children Who Speak English as a Second Language. Developmental Psychology, 39(6), 1005–1019. https://doi.org/10.1037/0012-16220.127.116.115
Mukundan, J. & Ahour, T. (2010). A Review of Textbook Evaluation Checklists
across Four Decades (1070-2008). In B. Tomlinson & H. Masuhara. Research for materials development in language learning: Evidence for best practice. (1st ed., 336-352) London Continuum.
National Education Policy Review Team, Federal Ministry of Education. (2006) Green Papers: National Education Policy Review Process [online]. http://www.moe.gov.pk/nepr/Green%20Papers.pdf
Strauss, V. (2014). Why kids should choose their own books to read in school.
The Washington Post. http://www.washingtonpost.com/blogs/answersheet/wp/2014/09/08/
Tehreem, M. (2017). Textbook analysis and evaluation of 7th & 8th grade in Pakistani context. International Journal of English Language Teaching, 3(3), 79-97.
Temple, C. And Gillet, J. W. (1984). Language Arts: Learning Processes and Teaching Practices. Little Brown and Company Ltd.
Thorndike, R. L. (1973). Reading Comprehension Education in Fifteen Countries (International Studies in Evaluation III). Halsted Press.
Warsi, J. (2004). Conditions under which English is Taught in Pakistan: An Applied Linguistic Perspective. Sarid Journal . www.saridjournal.org/2004/warsi.htm
Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating Language Development through Picture Book Reading. Developmental Psychology, 24(4), 552–559. https://doi.org/10.1037/0012-1618.104.22.1682
Whitten, C., Labby, S., & Sullivan, S. L. (2016). The impact of Pleasure Reading
on Academic Success. The Journal of Multidisciplinary Graduate Research, 2(4), 48-64.
How to Cite
Copyright (c) 2021 Journal of Education and Educational Development
This work is licensed under a Creative Commons Attribution 4.0 International License.