Language Teaching Methodologies: Examining Current Practices and Beliefs in Baltistan

Abstract

This paper explores the current beliefs and practices related to language teaching and learning methodologies in Baltistan, Pakistan. Teaching methodologies have evolved over time, influenced by changes in theories, teaching aids, learner needs, and instructor beliefs. To investigate this, a qualitative methodology was adopted for the reason that it gives an in-depth insight into the issue. Semi-structured open-ended interviews and field notes, based on class observations, were used for the data collection. Thematic analysis was used to analyze the data to subsequently reach to the findings of the proposed research. The most senior language instructors were purposefully selected as research participants. Thus, the sampling of the research was non-random and purposive. The findings of the research revealed that grammar translation method is the most favorite methodology not because of its focal points and merits but because of the convenience of the instructors and unfounded beliefs. The research further emphasizes that a teacher’s belief that encompasses his philosophical orientations, views on learning, teachers’ role, interactive approach, linguistic and cultural beliefs, motivational beliefs, assessment and feedback beliefs, adaptability and flexibility, reflexive practices, experiences and professional development influence the selection of teaching methodology and practices in the classroom. The paper concludes with a recommendation for the training of the instructors to enrich them with the knowledge of twenty- first century methodologies and to help them to revisit their beliefs.