This study investigated the impact of PACE English training on non-government secondary level English teachers’ language skills development. BEP-PACE was introduced in 2001 and the objective of the training is to enhance capacity building of English teachers in the new areas of CLT and to help them cope with the demands of the revised curriculum. The research is done through qualitative study and interview with teachers and Head teachers, FGD with students, class observation and a diagnostic test was administered as research tools. The study finds out the changes in teacher’s knowledge and language skill development, the compatibility of existing classroom practices and also the challenges in implementing the techniques and different language skills activities in CLT approach. The study finds out that most teachers believe that PACE English training program is more relevant and useful for their professional development but they do not believe or feel challenges that CLT can be effectively applied in the classroom settings of the rural schools, thus creating an incompatibility between the existing classroom practices and the objectives of the teacher’s training. The impact of the training and the existing challenges investigated through the qualitative research study and collected data analyzed through qualitative analysis. The findings of the study help to come out with a reliable answer of the research questions and a conclusion is made based on the findings of the study.
This thesis report is submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Teaching to Speakers of Other Languages, 2016.
