Pakistani Fiction in English: Exploring Decolonial Epistemological Prospects and Challenges in English Classroom Practices in Pakistan

Abstract

This research focuses on Pakistani Fiction in English as a useful tool for language learners to improve their language skills, understanding of culture, and intercultural competence. The discussion shows the vast cultural diversity and linguistic ingenuity evident in Pakistani anglophone texts, enabling learners to participate with authentic language use and get a deeper understanding of Pakistani society. This paper also examines the practical implications of introducing these texts into language classes, highlighting the need for context-based activities, critical thinking exercises, and discussions to promote language competency and cultural sensitivity. Overall, this study reveals that Pakistani anglophone texts offer a significant and underutilised resource for language learners mainly at the undergraduate levels, increasing linguistic competence, cultural appreciation, and cross-cultural communication skills. By combining these materials into the language curriculum, educators can give learners a more comprehensive and interesting language learning experience that represents the rich linguistic and cultural terrain of Pakistan. This paper also assesses the obstacles present in using Pakistani writings in English for language learning objectives. It concludes that the measure will go a long way in decolonising the English language curriculum in Pakistan while empowering learners not only linguistically but also strengthening their cultural identity. By embracing a decolonial perspective, educators may create a more inclusive, relevant, and empowering learning environment that prepares students to navigate a globalised world while honouring their local heritage.

Keywords: English language teaching, teaching literature for English language learning, teaching Pakistani anglophone fiction, decolonial epistemology, decolonisation of English language instruction, content-based instruction.