This study investigates gender representation in an English language textbook taught to the students of Grade-5 in public and private schools in Punjab (Pakistan) by applying Fairclough’s three-dimensional model. For this purpose, content and critical discourse analyses approaches were applied to check eight-factor gender discrimination in the said textbook. As a result, it was observed that the said textbook was highly gender biased which represented males more than females. It also appeared that the said textbook had been designed to maintain male dominance in implicit as well as explicit ways. Such state of affairs may lead to gender discrimination in practical lives. Therefore, the study suggests that both genders should be represented in an equalized proportion. This can be achieved by increasing the number of female authors and sensitizing the teachers about gender discrimination and asking them to highlight gender biased issues in education. Read more.

 BY Syed Kazim Shah Assistant Professor in English, Department of Applied Linguistics, Government College University, Faisalabad, Pakistan

investigate how Pakistani female author represents women in her novel Mann o Salwa by utilizing analysis of
transitivity choices. This paper argues that the prevailing image of women in Pakistani society and literature is
passive, negative, distorted, submissive, and dependent. This research aims to explore whether female authors
have succeeded in abolishing the unenthusiastic negative and passive image of women in Pakistani society or
their writings are also socially influenced because it is commonly believed that it is always a male author who
portrays negative and distorted image of women, in this paper the researcher has tried explore whether female
authors present a positive image of women or not. Analysis of mental and material process of female
protagonists has proved to be useful in answering the question of negativity and passivity of women. The result
revealed that female authors’ writings to some extent are socially influenced. They partially portray them passive
and dependent on man. Their actions are actually the reaction of men’s action on them as they are equally
exploited by men and other women in society. They are oppressed as well as oppressors. Being a feminist
research this study enhances the awareness of the society. Most of the women in the novel are portrayed negative
and oppressors.

This study delves into the changing function of culture in English language teaching (ELT)
approaches, tracking its development from the late 19th century to the current day. The research
shows that students can greatly benefit from developing their intercultural competence and
understanding through the incorporation of cultural elements into language classes. Recognizing
culture as an integral component of language proficiency is being more and more highlighted in
this paper through a critical examination of distinct historical phases, regional variations in
culture pedagogy (e.g., USA and Europe), and contemporary trends. Furthermore, it stresses the
significance of ongoing research and collaboration in developing culture pedagogy, which is
crucial for keeping language education adaptable to the demands of varied students in an
increasingly globalized society. By shedding light on regional differences and current tendencies
that encourage intercultural understanding and diverse viewpoints, this study adds to our
knowledge of the development and current state of culture pedagogy in ELT. The research
highlights the importance of culture as a transformative force in creating ELT settings that are
welcoming to all students and sensitive to their cultural backgrounds.

BY Dr. Syed Kazim Shah
Dr. Hafiz Muhammad Qasim
Wardah Azhar