Navigating through Obsession and Resistance: Perceptions and Identities of ESL Teachers

Abstract

Pakistan, a country boasting a rich tapestry of languages with around 77 spoken in daily life (Eberhard et al., 2020), experiences a tug-of-war between Urdu and English for dominance in educational and social spheres. English, in particular, elicits two distinct attitudes. The elite, well-versed in English, actively promote it, fueling society's fixation with the language. Conversely, the non-elite, especially the middle and lower-middle classes, regard English as prestigious yet resent its dominance due to unequal access and limited prospects, often leading to resistance. English teachers in Pakistan typically enter the profession for social standing and better financial prospects, often lacking formal training, yet they must navigate these contrasting attitudes and societal dynamics in their teaching.Teachers' perceptions are profoundly influenced by social realities and circumstances (De Costa et al., 2018), significantly impacting language teaching for both teachers and students. This interconnectedness of English language education with the societal landscape necessitates understanding the deep-seated beliefs about the language in local contexts. Due to evolving global dynamics, language teachers grapple with uncertainties about what and how to teach (Kramsch, 2014), balancing personal perceptions, student needs, social demands, and political landscapes. Given the dominance of the English language in Pakistan and the Pakistani education system, English teaching has an impact on society; and the societal perceptions about English have an impact on its teaching as well. This dissertation delves into the perceptions of English teachers in Pakistan, exploring the multifaceted factors that shape their identity and thoughts about English teaching. Through qualitative interviews with five female English teachers from Karachi, the study investigates the formation of English teachers’ perspectives about English and looks at how reflective these perceptions are of the obsession with and resistance against English in the society. The findings reveal that the teachers feel pride in their role but face challenges such as intense scrutiny, unrealistic expectations, and a heavy workload. Their identity emerges as a blend of personal experiences, societal perceptions, and external expectations, leading to a constant negotiation between pride and societal pressures. The analysis also reveals complex beliefs about the importance of English, tied to its historical legacy and foreign influence. Overall, the study highlights intricate connections and relationships between English teaching and the society, offering several implications for teacher education and educational policy in both public and private schools. These implications include a reevaluation of education policy, English teacher expectations and curriculum design.