The qualitative research is conducted to answer the question of how English as a Second Language (ESL) lessons contribute to the development of global competencies among students of secondary schools in Swat, Pakistan. The research case examined the role of global themes in English language teaching by a constructivist paradigm using interviews of eight ESL teachers and 20 students which were semi structured, observations of the classrooms and analysis of documents to know how the global themes can be incorporated in the English language teaching. Thematic analysis identified four main findings namely; (1) ESL content exposes students to a few global issues, the classroom rarely delves deeply into these subjects; (2) teachers have mixed and often limited knowledge concerning global competence with stronger emphasis on grammar and preparing students to pass the exams; (3) students are highly motivated to learn English and see it as a way to open the world and explore their future options, but their classroom learning is stifled by teacher-driven lessons and little time in which to speak; and (4) structural constraints that include fixed curriculum, limited resources, and cultural considerations In spite of these difficulties, students and teachers show some promise and interest in learning across the globe. The research team determines that, given modernization of curriculum, professional development and context-relevant pedagogy, ESL education can become an effective tool to promote international understanding, cultural interaction and critical literacy among students in rural Pakistani set-up. There are practical implications of these findings to education policymakers, curriculum developers and teacher-educators who are determined to ensure that students are prepared to engage in meaningful practice in a world that has gone global.
Nazli et al. (Sun,) studied this question.