 We'll have to decide the theoretical principles before we design a writing course, before we plan a writing course. We'll have to make clear to the textbook writers which theoretical strand we want to stick to. By making it clear to the textbook writers, eventually that will lead the teachers to know which aspect of the theory they want to stick to. So deciding on theoretical principles requires a number of decisions. So what the research suggests that ideology plays an important role in terms of shaping our presence in the classroom. Using my own experiences of language teaching before doing MAT Soul from the UK, I must say that I was a teacher-centered teacher who was much focused on, I had much focus on lecture and I didn't treat students. I just treated them, used to treat them like homogenous group without having diverse needs. So whether we accept or don't accept, there is some ideology which is working behind our pedagogy, which is working behind our actual presence in the classroom. So whether we are conscious or not conscious, I have talked to a number of teachers from my own personal point of view and this is what the research also supports. My contention that some ESL teachers or EFL teachers or English language teachers, they say they don't take, they don't care about the theory. They are more about much focused on the classroom, but they have to do is the classroom, the practice and the use of different methods, no matter if they don't accept, but there is what the research suggests, there is some theory which works behind. For example, looking at the textbooks prescribed by Punjab textbook board or other boards in the Pakistani context, the theory behind those textbooks is the use of interactionism and socioculturalism because these textbooks require teachers teach the language by the use of communicative and task based language teaching or even eclectic methodology. So what I would like to encourage through this discussion is as language teachers, you will have to understand your positionality, your ideological position and your perceptions. By perceptions, I mean your beliefs, your cognitions as a teacher, as a language teacher. I have seen and this is what again much the sole and applied linguistics research suggests that some teachers have dangerous beliefs and perceptions about teaching. They consider themselves perfect and they don't allow fair work or group work, which is fair enough, but on the other hand, we'll have to stick to the theoretical aspect given by socioculturalism, by Gowski's ideas scaffolding how we can make our students understand the language and write effectively. And this is also important to know like what English and what types of writing we teach, we want to teach, whether we would like to teach through grammar translation, which refers to behaviorism, whether we want them to write, see writing as a process, which refers to interactionism and socioculturalism, what content our students are exposed to. Again, these our beliefs will shape our choices, decisions, like some teachers don't go beyond the confines of textbooks because their beliefs are only limited to the usefulness of the textbooks, but some expose their students to authentic content like raw materials, like websites, like newspapers, talk shows, dramas and movies. So what we expect our students to do with writing, whether we want them to write, put in into the bottle and throw them into the deep water, not sending us back the ripples, or we want them to publish or we want them to showcase, which is interesting, which is encouraging, but roles are instruction prepared them for whether we want them to acquire both accuracy and fluency. So these are important decisions related to the ideology held by language teachers. And through this discussion, I would like you to encourage to explore your ideology as language teachers, to see your perceptions, to see your cognitions and beliefs. So there are, of course, a number of theories, chiefly speaking, behaviorism, cognitivism, interactionism, socioculturalism and then communities of practice and academic literacy approach. So these actually the knowledge of these theories, which we will discuss in the coming module, shape our understanding of the language and the way our understanding is shaped in this way, our practice will be reshaped in the classroom. So what I want to say is we as language teachers have to understand the role of theory and its relationship with practice with our presence in the classroom and that will allow us to see whether we want our focus on grammar or meaning or fluency. So I would like you to encourage to see the art of teaching as a sort of eclectic approach where to adopt those principles which work for your situational context. So while you are doing, while you are teaching, writing in the classroom, think of the activities while you are doing, why you are not doing that activity, why you have included that activity on that topic, why not the other topic. So these are the questions which are very much related to the ideological position which we will have to explore to become effective language teachers.