The current paper critically reviews the Single Nation Curriculum to verify the claims made by the document after its launching in 2020 as being the first policy document for educational reformation at the national level after several decades. The analysis compares the document with the National Curriculum (2006) which has been acknowledged as the main reference document in the preparation of the Single Nation Curriculum. The paper analyses various sections of the document, with a focus on English language teaching, to expose that the new curriculum is only an imitation of the previous 2006 curriculum without introducing any significant change in the policy, content, and methodology. The paper hopes to raise awareness among the policymakers and authors of SNC about establishing connections between research and practice, hence augmenting professional development with a focus on improved practices in the area of education and curriculum development.

The research conducted for this study took place in a Pakistani educational institution. It compared the learner-centred (LC) and teacher-centred (TC) methods and investigated the learners' opinions regarding each method. This study employed qualitative methodology. Two classroom discussions were recorded in LC and TC modes to capture data. Participants in the study were given an open-ended questionnaire. Analyses of data were guided by Critical Discourse Analysis (CDA). The application of the socio-cognitive model (Dijk, 2006) and 3D model (Fairclough, 1995) revealed speech and ideology differences between TC and LC. The learners preferred the LC method. This research will encourage other academics to research different instruction methods. This research will also benefit applied linguists, particularly language teachers, to determine the effectiveness of teaching methods.