Abstract:

This study was designed to know about political factors which interfere and stand problematic for teachers and the students while teaching in ESL/EFL classrooms. The purpose of the study was to examine the perceptions of secondary school English teachers and teacher trainers about the role of political factors in language pedagogy. Sample of the study was 200 secondary school English language teachers and 50 teacher trainers from teacher training institutions of Pakistan. Language pedagogy questionnaire was developed that was embedded in literature review. Data were collected with the help of research assistants. The collected data were analyzed quantitatively. Results indicate that political factors exist in language pedagogy and they affect teachers’ methodology, instructional freedom, classroom management behavior and cultural dimensions in foreign language classrooms. It was recommended that policy on language pedagogy might be initiated which might focus on instructional freedom, effective classroom management behavior, language curriculum in specific cultural context and methodological innovations.

Keywords:

Political Factors, Language Pedagogy, School Teaching Paradigms, English Language Teaching