Representation of Islamic Ideology in the Discursive Practices: A Critical Review of ESL Classrooms at Undergraduate Level

Abstract

The study focuses on the Islamic ideological discursive manifestations
in the second language multicultural classroom as to how they are enacted.
The ESL classrooms involve the classroom participants in learning the nonnative language through the explanatory discourses as enacted by their
teachers. The classroom participants in any setting prefer their own socially
constructed religious values. Since, classroom is a constituent of the social
growing practices; the classroom approved practices contribute a substantial
part in developing and establishing social norms in terms of ideological
preferences. All the universities of the Islamabad were taken as the sites of
the study where the undergraduate four-year English program is offered. The
study is a census enquiry where all the population (students) of the sites is
taken as sample of the study for data collection. The data were collected
through, closed-ended questionnaires. It was found that the ideologies of the
dominant groups are prevalent in the ESL undergraduate classrooms
discursive practices. Although the classrooms have religious freedom;
however, Islamic ideology prevails in terms of its practice and preference.
In order to get plausible academic results in the ESL multicultural
classroom, the teachers need to understand, perceive and sensitize
themselves to the cultural, ideological and social understanding of the
students for a smooth academic process in the language classroom.