Alignment between intended and enacted pedagogies: A study of ELT curriculum innovation implementation in Pakistan

This study investigates the alignment between English language education (ELE) pedagogy in policy (the pedagogical practices outlined in the ELE national curriculum) and pedagogy in practice (the pedagogical methods implemented by teachers in the classroom) at the secondary level (grades 9–10) in public schools in Punjab, Pakistan. The study is contextualised within the framework of ELE reforms, which were vital components of the broader Education Sector Reforms programme, initiated in Pakistan between 2001 and 2005. As part of these ELE reforms, a revised curriculum for English language instruction was introduced, promoting a comprehensive set of pedagogical principles that prioritise communicative, learner-centred, and inductive teaching approaches. Thirty-six English language lessons by twelve teachers were observed to assess their adherence to the pedagogical practices stipulated by the national curriculum. Additionally, post-observation interviews were conducted with the teachers to explore their reasoning behind the pedagogical strategies they employed or avoided in their instruction. The findings reveal a low level of compliance (29 %) with the recommended pedagogical policy. Key factors contributing to this compliance gap include exam-related pressures, institutional challenges, infrastructure limitations, and students’ low proficiency in English. The study has important implications for education policymakers, curriculum developers, administrators, and teachers.