EXPLORING THE DIFFICULTIES FACED BY ‘OUT-OF-FIELD’ ENGLISH LANGUAGE TEACHERS AT PUBLIC SECTOR SCHOOLS OF LAHORE

Abstract

The study intends to highlight the difficulties of ‘out-of-field’ English language teachers of the middle level in the Public Sector, Lahore. The practice of assigning 'out-of-field' teachers to teach subjects or year level is a dilemma most non-subject teachers face. This mixed-method research, based on the pragmatic paradigm, was conducted using qualitative and quantitative research tools. A total of 80 personal semi-structured interviews with teachers were conducted. The interview consisted of 5 sections, and every section had questions. To explore this phenomenon thoroughly, 85 students' documents (notebooks) were analyzed, and 20 students were interviewed. Public school heads-teachers filled out 35 questionnaires; this questionnaire was divided into 5 sections and consisted of 30 items. The study's Findings reveal that the teaching of English by 'out-of-field' teachers is implemented by authority and administration, which does not acknowledge the significance of different language skills and their aspects: non-availability of in-service training at the elementary level, memory-driven exam system, overcrowded classrooms, teachers' workload, shortage of teachers, shortage of resources (A.V aids), ignorance of language teaching method and lack of ongoing support system.

Moreover, students suffer the most in this scenario, hindering fruitful learning outcomes. The education administration should not recruit ‘out-of-field’ teachers as this practice fails to lay down the foundation of the English language. The study suggests that only teachers with qualifications in English (Subject specialists) should teach at every level to ensure the beneficial acquisition of the English language.