Although research into the use of the first language (L1) in second language (L2) learning has grown in strength in recent years, the majority of ESL teacher-training courses still provide little to no information regarding L1 use in L2 teaching. This paper investigates the perspectives of pre-service ESL teachers regarding the use of the L1 in L2 learning, the potential reasons underpinning these views, and what, if any, further education is needed in ESL teacher training courses regarding L1 use in the L2 classroom. The results of this study suggest that, although the pre-service teacher participants were accepting of L1 use at times, their acceptance was limited, implying a lack of a complete understanding overall. The author recommends ESL teacher-training courses equip future teachers with more information regarding L1 use in L2 learning so that they can to make their own informed decisions on effective L1 use in their classrooms.

================================================================= The study surveys as to what kind of teaching strategies are applied by English language teachers for the development of linguistic abilities of ESL learners at intermediate level in Pakistan. English language pedagogy keeps on exploring the ways and means of teaching second language in various strategic forms to ESL learners. The study focuses on the related analysis of English language teaching strategies applied by both Public sector and Private sector at intermediate level at District Jacobabad, Sindh, Pakistan. The study applies both quantitative and qualitative methods for data analysis. Participating subjects were 40 English language teachers of intermediate level of Public sector and Private sector schools and colleges. The ELT teachers were interviewed in details coupled with data via questionnaires. The evidence from the data manifests that the ELT teachers of public sector are more inclined to apply the teaching strategies of GTM (Grammar Translation Method) while Private sector teachers are interested in Communicative Teaching Approach Strategies. Furthermore, the study suggests that there is a great need to train and motivate Public sector teachers through workshops for applying Communicative Teaching Approach Strategies in their ESL context in order to make their ESL learners communicatively competent.

This study analyses the interaction of newly appointed English as Second Language (ESL) teachers with students in a public sector university of Pakistan. The focus of the study is to understand how newly appointed teachers with no teaching experiences and training interact with students in the ESL classroom. The study is conducted in two phases. In the first phase students-teachers interactions are analyzed using Lave and Wenger's (1991) Community of Practices. Ten students and four teachers were purposively sampled for in-depth interviews and observations. It was found that despite sharing same educational background, lack of experience and training, teachers' motives and strategies differ significantly and divide them into 'facilitators' and 'knowledge transmitters'. In the second phase, teachers' teaching motives and strategies were further analyzed using the philosophical concept of epistemology and ontology. The findings have significant implications for the policymakers, the institutes, teachers' trainers and teachers.

The use of students' mother tongue (L1) in teaching ESL is an ongoing concern among ESL teachers especially in the rural schools. Since English is considered as a foreign language among many rural primary school students, the use of the L1 is still considered debatable in the context of teaching English among teachers. This research aims to identify ESL teachers' beliefs on the use of L1 in teaching rural primary school students. The results could provide information on what teachers believe and practice in their own teaching of the language. The research surveyed 26 teachers using a 23 items Likert scale questionnaire. The results showed that the teachers believe that students' L1 should be used in teaching English to rural primary school students. Teachers admit that sometimes they too resort to the L1 in the classroom. However, the teachers emphasized that the students should speak English especially when working in groups, however they think that using L1 can contribute to English Language learning. The research also revealed that teachers who teach English in rural primary schools need a strong support from the administrators to enable teachers to teach successfully the English language to young learners.

Teaching English has been a major issue in countries where English is not the first language, making it difficult for L2 learners to learn a second language because they cannot use English in real-life situations. However, pronunciation is a significant element of English language fluency. It is considered to be essential for successful oral communication. This paper documented the lived experiences of five ESL teachers in teaching English classes at Eastern Samar State University, Guiuan. This study employed a transcendental phenomenology research design. The five selected teachers teaching English subjects were asked to share their experiences through an in-depth interview in teaching English subjects and their observed students’ English language challenges. The data gathered generated five themes, which included sensitivity among students on error correction; divergent attitudes of the students towards pronunciation instruction; pronunciation errors of students in both segmental...