IMPACT OF APPROACHES TOWARDS ENGLISH TEACHING IN A MULTICULTURAL STUDENTS ENVIRONMENT: A CASE STUDY

The objective of this study to compare the impact of three teaching approaches towards English language teaching in a multicultural environment of a prestigious college of Pakistan. There are problems perceived by institutions while teaching English as a subject in an environment where students from different cultural ethnic background join every year. Teachers face a lot of problems relating to students' adjustment, homesickness and language barriers. The research has been concentrated on students from Federally Administrative Tribal Area (FATA), Baluchistan and remote areas of Khyber Pakhtunkhwa of Pakistan. A survey method of quantitative research was used in which questionnaires were used to explore the responses from the respondents'. Study comparatively analyses three different approaches of teaching to students of various background. In first approach, teaching as assimilation in which environment is provided them to mix up with the local students/environment and encouraged them to expose in different activities. In another approach, alien student technologies are used to accommodate in normal teaching like speaking slowly, less colloquially, backing up verbal with non verbal content. As Ballard and Clanchy (1997) say, 'Address the problems presented the multicultural students and you will teach them better'. The third approach of teaching suggests that teach better with the perception of educating active methods in the tactics of implementation not in the strategy of teaching. The outcome of the result was that first and second approach lead to deficit of teaching, however third approach lead to constructive approach. It also suggested that persistent problem of English teaching in multi cultural students environment prevail not with students but in the teaching. Study suggests, learning in a multicultural environmentmust find out similarities not difference among students.