Abstract
The paper investigates the teachers’ role as a mediator of learners’ autonomy in
English Language Teaching (ELT) classroom at primary level in the remote
rural setting of Khyber Pakhtoon Khwa Pakistan. At primary level students
learn English language more quickly if proper mediation or assistance is
provided to approach the potential level of learning. The role of the teacher as a
mediator in English Language teaching “is concerned with helping learners to
become autonomous, to take control of their own learning, with the fundamental
aim of enabling them to become independent thinkers and problem-solvers”
(Williams & Burden, 2000, p. 68) which helps in learning English language in a
better way. To investigate the study, observation based data of teachers
(collected through observation sheet) were collected focusing on 12 criteria of
Feuerstein’s Mediation Learner Experience (MLE). The data reveal a lack of
professionalism in the realization SLO based curriculum. Teachers were also
found lacking skills in mediating for learning in the classroom. The results are
significant in pointing at the need for providing special training to the teacher
as a mean of mediator in the English classroom.
Sardar Muhammad Younas, Ayaz Ahmad. (2017) Primary School Teacher as Mediator of Learners’ Autonomy in English Language Classroom of Pakistan, Putaj Humanities And Social Science, Volume-24, Issue-1.
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