Learning, learning theories and learning practices in Pakistan

Student's name: Abdul Ghafaar

ID: 100015885

Class: MA Education

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 Table of contents

Introduction________________________________________________________________3

Educational Implications of Piaget’s Developmental Stages ________________________4

Learning and Learning theories _______________________________________________5

Learning practices in Pakistan_________________________________________________7

Educational Implications of Piaget and Vygotsky’s Language Theory in our

System_____________________________________________________________________9

Recommendations___________________________________________________________12

Conclusion_________________________________________________________________13

References _________________________________________________________________15

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Introduction
It goes without saying that English is important in today's quickly changing national and
international setting. It has sparked a lot of scholarly curiosity not just in Pakistan but all
throughout the world. One thing is certain despite the ongoing discussion about whether English
should be taught as a second language or as a foreign language: Pakistan needs to do more to
improve the quality of English instruction. (Akram, 2017)

English education in Pakistan is not evolving to meet the needs of the modern era. We continue
to employ antiquated approaches to English instruction even now. The most widely implemented
and widely utilized approach to teaching English is the Grammar Translation Method. (Carey,
2015) Momina Khattak did a study that compares the percentage of schools in Islamabad
employing various teaching strategies in public and private institutions.

The characteristics of Pakistan's section have immediate implications for instruction. It has a
huge and growing population that needs to be educated, but about half of its people are under the
age of 24. Three-fifths of the population has a daily income of less than $2, making it unlikely
that they would be able to save money for their children's college expenses. (Gelman, 1971)
There may also be monetary pressures on parents to have their children stay enrolled for as little
time as possible so that they can begin working and contributing to the family income.

The purpose of this article is to address the issue of English language instruction in Pakistani
schools by investigating the possibility of creating a conducive environment for language
learning in which proximal development of the student can take place, and the role of the teacher
as a knowledgeable other in aiding in the construction of such an environment. (Khan, 2016) I've
included two theorists of language here: Lev Vygotsky and Jean Piaget, because of the impact
they've had on how we approach language instruction and how people learn.

Both have contributed to our understanding of children's cognitive development by shedding

light on previously unexamined perspectives. (Carey, 2015) When it comes to discovery
learning, Piaget and Vygotsky take opposing approaches. Piaget supported unstructured, student-
driven discovery learning, while Vygotsky argued for teacher-led, student-centered discovery.
Both of these resources offer concrete advice on how to present material in a way that is suitable
for the learner's stage of development.

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The purpose of this study is to answer the following questions by comparing Piaget's and
Vygotsky's theories of language acquisition:

• To what extent and in what ways Piaget language learning theory helps to promote
effective language learning and teaching?
• How does Vygotsky engage with, counter to and further the development of Piaget’s
language theory?
• How can the intersection of Vygotsky and Piaget’s views on language learning and
language learning context promote a cohesive English Language Teaching and Learning
environment that produces proficient and promising learners?

Educational Implications of Piaget’s Developmental Stages

Piaget believed that children go through four distinct stages of development. There is a time
frame and educational requirements associated with each of them. Those children ages two to
seven are included in the pre-operational stage. At this age, kids "are encouraged to experience
different material and helped to discover-or, more precisely, construct- its conceptual qualities
for themselves." (Carey, 2015) Because of this, Furth advocated physical activities (including
dancing, knob-tying, and bead-threading) that foster the development of the child's spatial
awareness and motor discrimination. (Akram, 2017)

Because he thinks it "may impair the organic growth of intelligence," Furth places less of an
emphasis on reading and writing in elementary schools. According to research (Martinez, 2018),
Teachers have a greater duty in this situation to determine whether students are using rote
definitions to answer questions and then incorporating these terms into their lessons without first
ensuring that they have a firm grasp on their meanings.

Rather than learning to spell or memories the multiplication tables, (Manan, 2016) believes that
activities like dressing dolls and arranging tables are more significant for cerebral growth. Since
both cardinal numbers and set equivalency are technical words that the student has never heard
of, they are not necessary for her to understand the material. In a recent study (Naseer, 2018),
Two dolls require two hats, which is something she will have to figure out or invent for
herself. ...two plates, two walking canes, and so on.

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Learning and Learning Theories

Although the learner's end aim is knowledge acquisition, the learning process itself tries to
transmit knowledge through the application of certain strategies. (Manan, 2016) Learning also
initiates a connection between the mind and the body, which enables the storage of information
in the mind for an increasing length of time. (Lave, 2009) Questions such as how learning might
be decoupled from human behavior are explored by many cognitive theories. Furthermore, it has
been presumed that learning and growth are two distinct operations. Learning is greatly aided by
the organizational contexts in which information is shared. (Lave, 2009) At start, people focus
more on repeating what they've already learned than developing novel methods of education.

There are two common places to begin the learning process. The first is with concept mapping, a
technique that helps students and teachers better understand what they are studying (Novak,
1984). A startling number of students recently realized that they'd been misinformed about how
knowledge works. It is via the power of observation that fresh information, perhaps founded on a
finding, might be uncovered. According to William James, the world is "a flowering chaos" for a
newborn child. As a result of this learning process, newborns can recognize the sounds of their
parents when they arrive to feed them. (Rao, 2018) Babies' screams are understood to be a call
for help with things like feeding and wiping.

Positivism describes the view that a statement should be comprehended exactly as it has been
communicated. Knowledge is static, unalterable information, so the same approach of sharing it
can be used even if that's the case. To model the world, it must be structured, and to some extent,
real. Objectivism posits that the creation of meaning is an inherently objective process. (Zana,
2019)

Whereas Constructivism provides a definition of knowledge and a set of procedures for

acquiring it. It also explains how knowledge has evolved and how it may be used to improve
people's lives. As a result, learning in this manner requires a lot of hard work and trial and error.
As communities' norms have repeatedly abandoned their proceedings, the current development
can be updated to fit the cultural backdrop of every given society. (Rao, 2018) Therefore, this
theory of learning has failed through conventional ways of mimicking classroom phenomena
without acquiring knowledge of the object's many facets. (Amin, 2019)

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Jean Piaget (1896–1980) was the leading psychologist who proposed a groundbreaking theory on
the course of human cognition. An alternative name for this idea is the cognitive formative stage
hypothesis. But it controls how people gradually acquire information, build knowledge, and use
that knowledge. As of 2003 (Wadsworth), "Mental development was a continually evolving
rearrangement of mental cycles due to organic development and natural interactions," Piaget
wrote. According to Piaget's theory, there are four stages of development: Birth–2 years
(sensorimotor), 2–7 years (pre-activities), 7–11 years (concrete tasks), and 11+ years (formal
operations) (12 to 16 years) (Ojose, 2008) According to Piaget, children shouldn't be exposed to
fixed concepts until they've reached the appropriate developmental stage for understanding them.

Young children are naturally at odds with adults as they ask questions, observe, touch, and taste
the world around them in search of answers. Through our senses and introspection, we pay
attention to ourselves, other living things, and the global climate (McIntyre, 1984). With young
minds, limited resources, and developmental ceilings in mind, science education for kids needs
bold, obvious, authentic, and crystal-clear Science principles (Smith, 1982). Understanding and
reasoning are greatly aided by general scientific knowledge. In this study, we zero in on the need
of a broad scientific education for the practical mental growth of cement in its operational phase.
The sociocultural differences between our region's rural and urban schools, for example, have a
significant bearing on students' intellectual development, particularly in the realm of general
scientific education.

Cognition literally means "to know," as explained by (Kellett, 2008). The five senses oversee
filtering and organizing various forms of raw data into usable insights and memories in our
minds. It is the foundation of the process of intellectual growth that this data is use in the form of
action towards goal attainment. Earlier this year (Shallwani, 2018) It illustrated the idea that the
cognitive development process is the structuring and fragmentation of logical loops. Intelligence,
perspective, rationale, analysis, language growth, and review are all components of mental
development. (Ali, 2018)

The idea that Piaget put forward about how the mind develops has gained worldwide acclaim.
Pakistan's young education is already below par, and the country's social and political stability,
especially in its rural areas, is precarious when compared to that of developed countries.
Pakistan's educational system might benefit from forward-thinking efforts to improve teaching

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and learning. Piaget's theory of cognitive development could be use in some of these initiatives if
it is adapted for a local setting in Pakistan. (Khurshid, 2018)

Learning Practices in Pakistan

Pakistan has four classes of school-level:

• Private elite English medium schools

• Private non-elite 'English medium' schools

• Government Urdu medium schools

• Dini madaris (madrasas)

Private English medium schools

There are not many elites, English-speaking private schools. The Cambridge International
Examinations, with which they are associated, will be their destination for testing.

Private non-elite English Medium Schools

Public and non-elite private schools serve densely populated and modestly prosperous rural and
urban areas, respectively. As of the end of 2005, one in three gifted elementary school students
were enrolled in a private school, a trend that has continued to grow in popularity (Shallwani,
2018) Private, non-elite schools charge fees that are manageable for middle-class families. To
attract more students, they advertise their classes as being taught in English (even though
actually these cases may not be satisfied).

Government Urdu medium schools

(Shallwani, 2018) feels that Pakistan's Urdu-medium public schools, which can be found in both
rural and urban areas, as well as in the most remote parts of the country, are easily accessible to
all citizens. Administrators of private, lower-tier schools are likely to view areas with a larger
concentration of underprivileged residents as having little to no enrollment prospects. In this
way, parents can choose between public schools and madrassas. (Hussain, 2018)

The government subsidises public schools by providing free instruction and textbooks. Class
sizes are smaller, and their teachers are more highly compensated and better prepared than those

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at private schools that aren't among the elite. In any case, government school teachers are absent
from the classroom at a higher rate than their non-elite private school peers. (Bakar, 2018)

Dini Madrasas or Religious Schools

Madrassas are places of free, Islamic education. They also provide their students with food,
lodging, and other necessities. This makes them attractive to low-income families, especially in
areas where public schools are difficult to reach. That's according to a future study (Waseem,
2020).

The learning experience in these institutions varies greatly due on the administration's choice of
resources. Knowledge acquisition is the first step, thus it's important to keep in mind the theories
being used and the setting in which the lessons will be delivered. Pakistan is not unique in this
sense. However, only 12% of young people in the urban and relatively prosperous Islamabad
Capital Territory are not enrolled in some form of formal education. (Carey, 2018) The gender
and economic gap only makes the situation worse. Young men dominate young women at all
levels of education, furthering the gap between the sexes. Human Rights Watch reports that
among children of primary school age, 32% of girls and 21% of boys are not enrolled in school
but only 5% of adults. While 51% of boys continue their education past the sixth grade, just 41%
of girls do so. Only around one in seven females will still be enrolled in school by the tenth
grade. (Akhtar, 2021).

Soon, we expect to see a rise in the number of Pakistani students enrolling in our programs. For
example, despite a general slump in global student mobility, the British Council projects that
Pakistan will remain among the top ten fastest growing nations in the world until 2027. (Yilmaz,
20210) Studying intensively in a foreign country might open migration opportunities to places
like Australia or Canada, and a degree earned in a foreign country can provide a person returning
to Pakistan an advantage in the job market. This bodes well for the future of education in
Pakistan. (Aslam, 2021)

However, another major factor is the scarcity of university places and excellent concentration
programs in Pakistan, especially at the graduate level. Even though Pakistan has established a
plethora of new PhD programs in recent years, an increasing number of Pakistani researchers are
going abroad to pursue advanced degrees. (Yilmaz, 2021) A huge number of graduate students

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from Pakistan have been able to travel to the United States, the United Kingdom, Cuba,
Germany, France, and other countries with the support of overseas funding programs. The
recipients of grants are often required to pay back the money once they have completed their
education.

Intellectual cycles in the current development are profoundly impacted by learners' social and
social contexts, the implementation of rewards and sanctions, and students' motivation to focus
on the material. Constructivist pedagogical approaches take these influences into account, with
the intention of customizing pedagogical frameworks and educational programs to each student's
unique set of personal and societal circumstances. "(Kausar, 2010)

They also promote initiatives and educate teachers to aid children in discovering requirements
independently, leveraging prior knowledge to embrace and conceal information. (Mos, 2003)
Traditional training programs, on the other hand, ignore such innovations in favor of a more
antiquated approach to education. The increasing importance of social diversity as a concern for
educators and developers of educational frameworks highlights the need for a more widespread
use of constructivist teaching approaches. This is what the future holds (Hussain, 2021).

However, in Pakistan, students are just trained to memories the material rather than understand
it. Up until this point, no educational institution has proven particularly effective at imparting
useful knowledge to its students. (Mikitariyan, 2020) The optimism that should characterize a
learner's demeanor upon acquiring knowledge also falls far short. In contrast, the youth of today
are becoming increasingly hostile, resentful, and expressionless. Everything points to the failure
of Pakistan's education system.

Educational Implications of Piaget and Vygotsky’s Language Theory in our System

If we compare Piaget and Vygotsky's perspectives and the implications for the classroom, we
may be able to enhance our educational system by combining their concepts.

Piaget felt that teaching should center on letting students learn via doing. Mikitariyan (2020)
Educators can facilitate a learning environment that broadens the reader's conceptual framework
with the help of multimedia, video tasks, and CD ROMs, which offer a plethora of space for such

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activities. Even though we cannot easily access these advances in our remote areas, we must
make do with what we have. By making use of easily accessible resources like charts and asking
students to bring in commonly used items, teachers may make their classrooms as interesting and
instructional as feasible within their capabilities. (George, 2015)

So, if you accept Dewey's theory,

Teachers should not only be familiar with the concept that actual experience is formed by
surrounding events but should also be able to identify the exact settings that foster the kind of
experiences that lead to growth.

Despite its outward look, Dewey thinks a classroom may be an effective learning environment
for a wide range of subjects. In this situation, the teacher needs to have the characteristics of a
genuine "knowledgeable other" to collect materials that can be used as teaching aids and
motivation for the student. Besides reading and writing, children need opportunities to engage in
other physical activities. rather than merely hammering the alphabet and numbers into their
heads. Instead of relying on rote memorization, you can teach kids "the concept" with the help of
items like chart paper, crayons, and sand boxes. (Satin, 2019)

We have set up a system where teachers can apply "anchored instruction," a technique developed
from Piaget's theories. Here, lessons and research are centered on something called a "anchor,"
which could be a fictional character or event from the students' own lives. It is possible to find
motivation anywhere; some excellent resources include classic literature, textbooks, the
children's encyclopedia, and the World Wide Web. In a language class, students can be given an
image and then instructed to write what happens next. Each kid has a distinct zone of proximal
development, and a skilled educator may use this to unlock their full creative potential. She can
assist the reader in completing the story by giving informational scaffolding in the form of hints
and cues. The educator must pay a personal visit to every student, hear them out, and provide
relevant feedback. A teacher is more like a gardener who tends to each plant individually than a
factory farmer who pumps out identical crops with identical treatments. (Sparks, 2020)

The teacher's responsibility extends to addressing these issues as well. We must be adaptable
enough to respond to both good and negative feedback to ensure that our plans and expectations
are appropriate for the children involved at each stage of their development. (Katherine, 2017)

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The lessons and assignments at a language institute should have some practical application for
the pupils. Whole language learning is another area where our method can be applied
successfully. As a result, reading becomes more interesting and exciting. Sometimes that means
ignoring absolute accuracy in favor of getting the job done. The term "overall performance"
might be used to excuse a student's spelling mistakes and still award them a passing mark. (Ali,
2020)

Lessons teach us next to nothing. Our method relies heavily on the fact that there are no real-
world repercussions for this line of inquiry. USAID found that "the lack of diverse and
contemporary instructional approaches is one of the major challenges confronting fundamental
schooling and one of the primary drivers of the framework's dismal performance." "(Coleman,
2012)

There are still no resolutions to the open question of international norms and culture. The role of
the educator in the development of the learner is crucial. To have the best schools, Khan (2019)
argues that we need to hire the most effective teachers. What teachers know and can do is the
most crucial factor. Pakistani elementary school teachers are still working in the field without
access to mentors or formal professional development opportunities. (Kauser, 2017)

This is what Hargreaves calls the "pre-professional stage" of a teacher's career.

This trend, which Hargreaves calls "post-professionalism," can be seen in most the world's
educational systems today. Teachers are still working with large classes to cover all the material.
It's worth noting that teachers in Pakistan often don't know what their students need, even though
they play a crucial role in the lives of students who get no education at home. They have no clue
about their students' abilities. No one knows what to do, not even the students. The goals they
have for learning English are clear in their minds. Teachers often make use of addresses in their
lessons. Accordingly, students must rely on their memories to successfully complete the exam.
Neither students nor teachers can interact in any sort of friend group talk or mentorship. True
education can take place. As a result, there is a great need for creative initiatives that can affect
current pedagogical practices. (Chongcharoen, 2019)

The third and maybe most essential component of the research is based on how the learning
process and learning theories can work together to create a beneficial learning environment in

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Pakistan. Most of the regular staff has years of expertise in the field, but they may benefit from
training in current teaching methods, exposure to cutting-edge resources, and teamwork during
unusual lessons. Having mastery from outside teachers can improve both the quality of
instruction and the character of students. It should be noted that the writer's own insight, as well
as that of his or her students and employees, was used to identify the causes of the failures and
the solutions to them during the creative process. (Zaman, 2010)

According to the data analysis, most today's students' responses belong to the primary group, i.e.,
the role of the class instructor in increasing understudy interest in the classes, and most students
who marked scale 2 on each of the four factors assessed indicated that they agreed with the
statement.

The students come from a wide variety of cultural and linguistic backgrounds, which presents
several challenges in the classroom. Students' conduct can benefit through participation in class
discussions, lectures, and field trips. Parental and guardian education and counselling are also
useful in alleviating symptoms. There were four multiple-choice questions in the most recent
sorting, and roughly 61% of respondents chose Good (G), 20% chose Fair, and 17% selected
Poor (P). As reported by Shayer (2003)

Gains must be made in areas such as teachers' attitudes toward their students, the root causes of
high dropout rates and poor student evaluations, students' creativity and motivation in the
classroom, the quality of study hall instruction, and the communication among students, teachers,
and administrators. (Ulhaq, 2019)

The educational climate in Pakistan is controversial, with experts holding diverse views.
Volunteers from the community add immeasurable value to our schools. It may provide other
benefits, such as improved school activities, decreased dropout rates, and an improved attitude
among parents toward schools. Group investment in people, says Saleem Malik, chairman of the
School Management Committee (SMC) at Government Girls Campus Pithoro, helps strengthen
the educational infrastructure. The Umerkot-based institution enrolls a total of 80 female
students. "(Coleman, 2012)

Lower academic achievement has been linked to the SMC's lack of involvement in the planning,
implementation, and evaluation of the school's formative initiatives, as stated by Akhtar, M.

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(2010). More than ninety-two percent of SMC members have never attended a school
management training session or SMC meeting. Before attending the Community World Service
Asia meeting, they had a vague notion of how they should contribute to the improvement of the
school. (Khan, 2021)

(Akhtar, 2010) claims that modern classroom practices have led to better communication
between teachers and their students. Students' learning has been enhanced by group building and
communication skills thanks to teamwork activities. Seema, a teacher at Government Girls
Campus Pithoro, said the students and teachers worked together to create the guidelines for
classroom behavior. As a result of taking part in rule-making procedures, students have better
defined their own boundaries and developed a better sense of what constitutes good and poor
behavior. They conform in practice to the norms they establish in their lectures. Students can
read the requirements written on graph paper and posted on the wall of the study hall. Many
Pakistani teachers agree that the homeroom teacher's warm and engaging activities are reflective
of students' actual habits. (Sultana, 2021).

Recommendations

Organizations may want to think about forming partnerships with similar groups, both
internationally and locally, to help them implement the suggested system. As a first step in the
development of the above-described approach, it will be extremely useful to establish contact
with international organizations already active in Pakistan and learn to what extent, if any, they
share a concern about language in education. The international branches might consist of, but not
be limited to, the subsequent:

• DFID

• British Council

• ADB: Asian Development Bank

• Aga Khan University (particularly the Institute for Educational Development)

• Save the Children UK

• USAID.

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Some of these groups may promote tolerant language in classroom activities in other parts of the
world, but whether they do so in Pakistan is unclear. As a matter of fact, it's possible that even
these preliminary approaches, taken together, will need to be promoted, tolerated, and politely
handled with care. In general, the doors won't open right away. The Government of Pakistan and
the common state-run administrations should begin by reaching out to local organizations to
gauge their interest in collaborating on a plan to promote another language in the classroom.
However, before reaching out to potential neighboring allies, a bureau should develop a
cooperation strategy to guide its determination of partners.

Conclusion

Piaget's concept of the kid as an independent discoverer and explorer who actively functions as a
knowledge function improved both his theory and practice of education. This means that a child's
innate drive to learn and explore should not be dampened by the constraints of a traditional
school setting. Expanding on Piagetian notions of the child as an active learner, Vygotskian
thought placed an emphasis on the role that social interaction plays in the educational process.
There is a lot of emphasis placed on the role that adults play in a child's education. 50 The
teacher plays a pivotal role in producing competent and promising students by cultivating a
classroom community in which the teacher-student relationship, the student-student relationship,
and the teacher-student relationship all reinforce one other.

The child's role as a functional student and the need of amicable partnership in learning and
development give the child-adult relationship central importance in Pakistani education policy.
The teacher's function is generally seen as essential and fundamental. Teachers and students can
develop stronger links in a collaborative setting like a classroom or study hall, where they work
together on projects and share ideas while still developing individual relationships with their
instructors. Relational assistance is essential for the growth of competent and promising students.

Piaget's theory of cognition has some traction in certain spheres of the Pakistani education
system. Pakistan's educational system is profoundly influenced by both the rural and urban
environments in which students are immersed. It was impossible for his theory's practical
application to succeed in both rural and urban settings. Piaget's operational stage is
unquestionably affected by the social and cultural context in which a person develops.

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It has been noted that, like most decisions, educational policy in Pakistan must be grounded in
actual experiences. Information on topics like the quality of the educational environment in
Pakistan's various institutions is scant but expanding. It is hoped that educational institutions like
medical and dentistry schools will pay particular attention to this problem and share the
information they gather to enhance education and the learning environment.

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