Efficacy of Primary Level English Textbooks in Gilgit Baltistan

Abstract

                Textbooks play a crucial role in Pakistan's education system. Due to its central role in ensuring that students retain the knowledge they acquire, the current revision and evaluation process has to be reviewed carefully. Therefore, the goal of this research is to assess how effectively present English textbooks for students in public and private schools in Northern Areas of Pakistan, often known as Gilgit Baltistan (GB), meet the needs of these pupils. This study examined the textbooks from five perspectives: content and relevance, social and cultural context, structure and presentation, productive skill practise (oral and written) in the textbooks, and overall effectiveness. The existing process for revising and updating English textbooks (class 5) was assessed using a checklist and the views of teachers via a qualitative questionnaire, indicating shortcomings. The results demonstrated the need for more frequent updates and adjustments to English textbooks. There were no extra materials or teacher guides available. It was felt that textbooks had a cultural slant and paid insufficient attention to language and speech skills. Based on the findings of this study, it is recommended that from this point on, English textbooks be updated every other year and incorporate more experiential learning opportunities for students. After updating textbook content, however, the modifications made must be implemented, and this requires local teachers to be taught through professional development courses according to the most up-to-date teaching practises. Additionally, rather than adopting the curricula of other provinces in the country, the GB government should create its own textbooks and educational board.