The 2016 World Bank report on worldwide per
capita Gross Domestic Product (GDP) identified
Bangladesh as a lower middle-income country
based on its consistent GDP growth throughout last
decade (World Bank, 2016). Tomaintain this growth
rate and meet the radical demand for human
resources in increasingly globalised world markets,
the country needs to communicate more effectively
with the outside world. Inevitably, this means
improving the quality of English teaching and learning.
The significance of English, as the global lingua
franca, to Bangladeshi learners is at its zenith. In this
developing country, however, economic constraints
mean that funds allocated to education are limited
compared to many other Southeast Asian countries
(Habib&Adhikary, 2016). Even given the generally
low level of educational standards in Bangladesh
(Islam, 2015), the standard of English language
teaching and learning has decreased alarmingly in
recent years (Hamid, 2011). English language
education in Bangladesh has always been problematic,
despite various attempts to initiate curriculum
reform. As Hamid & Baldauf (2008) point out, the
first of these major shifts in the ELT curriculum
took place in the mid-1990s, when the traditional
Grammar-Translation Method (GTM) was replaced
with a curriculum based on a Communicative
Language Teaching (CLT) model. The principal
objective of this article is to review the major problems
associated with ELT in Bangladesh that have
hindered the implementation of the new CLT curriculum.
English language teaching in Bangladesh today: Issues, outcomes and implicationsMohammad Mosiur Rahman
Â
Bangladesh has become subject to a supreme concern in maintaining economic
growth and developing a skilled workforce. In this article, several barriers have been
discussed based on a critical analysis of published materials. This review article covers
several key issues such as the status of English in the country; English in education
policies; factors affecting the implementation of communicative language teaching
curriculum, method, and materials in Bangladesh; validity of the current assessment
and its washback effect on English language teaching in Bangladesh; and current
situation of teachersâ professional development. The article concluded with language
policy and planning implications for policymakers, curriculum and material
developers, public examsâ test-setters, and future English teacher training programmes, keeping the overall development of ELT in Bangladesh in mind.
English language teaching in Bangladesh today: Issues, outcomes and implicationsMohammad Mosiur Rahman
Â
Given the significance of English in the global world, English language teaching in Bangladesh has become subject to a supreme concern in maintaining economic growth and developing a skilled workforce. In this article, several barriers have been discussed based on a critical analysis of published materials. This review article covers several key issues such as the status of English in the country; English in education policies; factors affecting the implementation of communicative language teaching curriculum, method, and materials in Bangladesh; validity of the current assessment and its washback effect on English language teaching in Bangladesh; and current situation of teachersâ professional development. The article concluded with language policy and planning implications for policymakers, curriculum and material developers, public examsâ test-setters, and future English teacher training programmes, keeping the overall development of ELT in Bangladesh in mind.
The Chaotic English Language Policy and Planning in Bangladesh: Areas of Appr...Mohammad Mosiur Rahman
Â
This article describes and explains the policies related to the use and teaching of English
in Education Policy and Planning (LPP) in Bangladesh. From Independence, the nation
faced a problem in selecting a consistent English language policy; the selections that were
made resulted in poor English language teaching in the country. A historical timeline of
the English-in-Education policy is presented and discussed in this article to identify the
inconsistencies in the language policy. Although a number of challenges since achieving
Independence have been addressed, in the past two decades the problem of selecting
a suitable education policy for English as a subject has become more critical with the
introduction of Communicative Language Teaching (CLT) as a method of English language
teaching. Therefore, the present article critically examines Bangladeshâs current language
in education policy through the framework of Kaplan and Baldauf (2003). This paper is
entirely based on secondary sources and entails analysis of the extant literature. From data
obtained from articles and manuscripts, this article sketches the problem from historical
accounts, empirical studies and expertsâ points of view.
English language proficiency as the standard: Identity transmission and trans...furyphoenix3
Â
The title "English Language Proficiency as the Standard: Identity Transmission and Transgression among Bangladeshi Graduates" encapsulates a multifaceted exploration into the complex relationship between language, culture, and identity among graduates in Bangladesh. The use of English as a standard for measuring proficiency signifies the growing importance of this global lingua franca in the context of education and employability in the country.
Bangladesh, like many other nations, has witnessed a significant surge in the demand for English proficiency. English is not just a language; it is increasingly perceived as a tool for upward mobility and success in various professional fields. Consequently, Bangladeshi graduates find themselves navigating a linguistic and cultural landscape where proficiency in English can significantly impact their identities and life trajectories.
This research delves into the processes of identity formation, preservation, and alteration as Bangladeshi graduates grapple with the expectations and challenges associated with English language proficiency. It examines how individuals transmit their cultural and linguistic identities while also transgressing traditional norms due to the assimilation of English into their lives.
The study raises important questions about the interplay between language and identity, addressing issues such as code-switching, bilingualism, and the negotiation of cultural boundaries. It explores how English proficiency can be both a means of empowerment and a source of alienation, shedding light on the nuanced experiences of Bangladeshi graduates.
By examining the impact of English language proficiency on the identities of Bangladeshi graduates, this research contributes to our understanding of the global linguistic landscape and the intricate ways in which language shapes personal and collective identities. It also has implications for educational policies and language planning in Bangladesh, as it underscores the need for a balanced approach that values linguistic diversity while recognizing the practical importance of English proficiency.
The Malay-English relationship in Malaysia has witnessed a pendulum shift and ignited critical debates. The Malay nationalist
discourse on language policy is evident. Nonetheless, the concurrent significance of English in the era of globalisation
is undeniable. This article highlights English (and Malay) language policy and planning (LPP) in Malaysia in relation
to other languages together with their societal and educational impact by synthesising research studies and published
documents by the Malaysian government and their agencies. The article, firstly, includes the ethnic, linguistic,
and religious profile of Malaysia. Secondly, the role of Malay and English in pre-independence Malaysia, the post-independence
LPP of Malay and English with reference to the corpus and status planning of multi-ethnic-lingual-cultural
Malaysia. Lastly, the shifting status of English in LPP of Malaysia to address globalisation in the 21st century and the
economic interest of the nation have been discussed. The recent change in LPP to uphold Malay and emphasising English
learning has also been discussed together with the language acquisition planning status. The study reveals that policymakers
have tried to maintain the dominance of Malays in Malaysia, uplifting the status of Malay through status and
corpus planning. Although such planning negatively impacted the acquisition of English, the prestige of English in Malaysia
was never lost, especially in education and other important domains.
English language teaching in Bangladesh today: Issues, outcomes and implicationsMohammad Mosiur Rahman
Â
Bangladesh has become subject to a supreme concern in maintaining economic
growth and developing a skilled workforce. In this article, several barriers have been
discussed based on a critical analysis of published materials. This review article covers
several key issues such as the status of English in the country; English in education
policies; factors affecting the implementation of communicative language teaching
curriculum, method, and materials in Bangladesh; validity of the current assessment
and its washback effect on English language teaching in Bangladesh; and current
situation of teachersâ professional development. The article concluded with language
policy and planning implications for policymakers, curriculum and material
developers, public examsâ test-setters, and future English teacher training programmes, keeping the overall development of ELT in Bangladesh in mind.
English language teaching in Bangladesh today: Issues, outcomes and implicationsMohammad Mosiur Rahman
Â
Given the significance of English in the global world, English language teaching in Bangladesh has become subject to a supreme concern in maintaining economic growth and developing a skilled workforce. In this article, several barriers have been discussed based on a critical analysis of published materials. This review article covers several key issues such as the status of English in the country; English in education policies; factors affecting the implementation of communicative language teaching curriculum, method, and materials in Bangladesh; validity of the current assessment and its washback effect on English language teaching in Bangladesh; and current situation of teachersâ professional development. The article concluded with language policy and planning implications for policymakers, curriculum and material developers, public examsâ test-setters, and future English teacher training programmes, keeping the overall development of ELT in Bangladesh in mind.
The Chaotic English Language Policy and Planning in Bangladesh: Areas of Appr...Mohammad Mosiur Rahman
Â
This article describes and explains the policies related to the use and teaching of English
in Education Policy and Planning (LPP) in Bangladesh. From Independence, the nation
faced a problem in selecting a consistent English language policy; the selections that were
made resulted in poor English language teaching in the country. A historical timeline of
the English-in-Education policy is presented and discussed in this article to identify the
inconsistencies in the language policy. Although a number of challenges since achieving
Independence have been addressed, in the past two decades the problem of selecting
a suitable education policy for English as a subject has become more critical with the
introduction of Communicative Language Teaching (CLT) as a method of English language
teaching. Therefore, the present article critically examines Bangladeshâs current language
in education policy through the framework of Kaplan and Baldauf (2003). This paper is
entirely based on secondary sources and entails analysis of the extant literature. From data
obtained from articles and manuscripts, this article sketches the problem from historical
accounts, empirical studies and expertsâ points of view.
English language proficiency as the standard: Identity transmission and trans...furyphoenix3
Â
The title "English Language Proficiency as the Standard: Identity Transmission and Transgression among Bangladeshi Graduates" encapsulates a multifaceted exploration into the complex relationship between language, culture, and identity among graduates in Bangladesh. The use of English as a standard for measuring proficiency signifies the growing importance of this global lingua franca in the context of education and employability in the country.
Bangladesh, like many other nations, has witnessed a significant surge in the demand for English proficiency. English is not just a language; it is increasingly perceived as a tool for upward mobility and success in various professional fields. Consequently, Bangladeshi graduates find themselves navigating a linguistic and cultural landscape where proficiency in English can significantly impact their identities and life trajectories.
This research delves into the processes of identity formation, preservation, and alteration as Bangladeshi graduates grapple with the expectations and challenges associated with English language proficiency. It examines how individuals transmit their cultural and linguistic identities while also transgressing traditional norms due to the assimilation of English into their lives.
The study raises important questions about the interplay between language and identity, addressing issues such as code-switching, bilingualism, and the negotiation of cultural boundaries. It explores how English proficiency can be both a means of empowerment and a source of alienation, shedding light on the nuanced experiences of Bangladeshi graduates.
By examining the impact of English language proficiency on the identities of Bangladeshi graduates, this research contributes to our understanding of the global linguistic landscape and the intricate ways in which language shapes personal and collective identities. It also has implications for educational policies and language planning in Bangladesh, as it underscores the need for a balanced approach that values linguistic diversity while recognizing the practical importance of English proficiency.
The Malay-English relationship in Malaysia has witnessed a pendulum shift and ignited critical debates. The Malay nationalist
discourse on language policy is evident. Nonetheless, the concurrent significance of English in the era of globalisation
is undeniable. This article highlights English (and Malay) language policy and planning (LPP) in Malaysia in relation
to other languages together with their societal and educational impact by synthesising research studies and published
documents by the Malaysian government and their agencies. The article, firstly, includes the ethnic, linguistic,
and religious profile of Malaysia. Secondly, the role of Malay and English in pre-independence Malaysia, the post-independence
LPP of Malay and English with reference to the corpus and status planning of multi-ethnic-lingual-cultural
Malaysia. Lastly, the shifting status of English in LPP of Malaysia to address globalisation in the 21st century and the
economic interest of the nation have been discussed. The recent change in LPP to uphold Malay and emphasising English
learning has also been discussed together with the language acquisition planning status. The study reveals that policymakers
have tried to maintain the dominance of Malays in Malaysia, uplifting the status of Malay through status and
corpus planning. Although such planning negatively impacted the acquisition of English, the prestige of English in Malaysia
was never lost, especially in education and other important domains.
IIRM CONFERENCE CHIRALA REGARDING TECHNOLOGY NOTES IIRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce. IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce.IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce. The Course is spread over four semesters / two Years
During the First year the focus is on general management subjects
In the second year students can opt from an array of specializations to further their knowledge in areas of their interest
The Institute facilitates internships which provides opportunity for practical Industry insights
Academic Governing Council consists of Industry Experts and CEOs
The curriculum is regularly updated to meet dynamic needs of the industry and academic world
It encourages creativity, inquisitiveness and responsibility for continuous development
Integration of courseware with strong IT platform IIRM CONFERENCE CHIRALA REGARDING TECHNOLOGY NOTES IIRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce. IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce.IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce. The Course is spread over four semesters / two Years
During the First year the focus is on general management subjects
In the.
Languages used by teachers in English-language classrooms: An EFL perspectivesouvikbarua3
Â
Language and language policy researchers are interested in the development of using English in the English
language classroom in an EFL context in this era of globalization and internationalization. The main focus of the study
was to find answers to the questions of what languages are used in the EFL classroom and what problems teachers have
in using English at the secondary level in Bangladesh. According to the data from the study, teachers were challenged
by their own language skills, studentsâ language ability, and pedagogical problems. The findings of this study will help
teachers examine themselves more closely and come up with better ideas and reasons for their techniques and attitudes
toward English language teaching. Additionally, the study may reveal the teachersâ perspectives on the issues their
students face. In Bangladesh, social and economic disparities in two different regions within the same country produce
an imbalance in English language teaching, which obstructs the implementation of effective use of English as a language
of instruction in the classroom. Taking this into account, educators may focus on the procedures for an engaging and
neutral English language classroom use.
This PPT aims to provide knowledge and understanding about Language Policy in India, Significance of Language Policy in India, Important of Language Policy in India, Various Committee and Commission Report on Language Policy in India.
This research study describes grave necessity of teaching-learning English. It aims to find out the existing methodology and strategies are being employed in the government and private schools of larkana
Exploring ESL Teacher Beliefs and Classroom Practices of CLT: A Case StudyMohammad Mosiur Rahman
Â
This paper presents a case study that investigated and compared the stated beliefs
and observed classroom practices relating to Communicative Language Teaching
(CLT) of two ESL teachers. The findings of the study revealed that both the
teachers hold similar complex beliefs that mostly contradict the philosophy of
CLT. The practices were not in line with their stated belief or CLT principles
either. The findings also indicate that teachers indeed possess a set of complex
beliefs that are not always realized in their classroom practices for a variety of
potential reasons: some of these might be directly related to the context of
teaching. Additionally, this study found that by articulating and reflecting on his
beliefs, the teacher became more aware of the meaning and impact of these beliefs on his classroom practices. Some implications of future studies have also discussed.
Evaluation of the Teacher Education Programs in EFL Context: A Testimony of S...Mohammad Mosiur Rahman
Â
Pre-service teacher education programs such as, TEFL, TESOL, and ELT are offered in some universities in Bangladesh. Meeting the criteria and based on their level, students tend to enroll in BA in TEFL or TESOL and MA in TESOL or ELT programs. These programs entail different courses that are claimed to enable enrollees with the repertoires required to be an expert language teachers. However, for unknown reason, the effectiveness of such teacher education programs has not been explored. The current study intended to reveal what student teachers think about their teacher education programs. Adopting the pre-service teacher education program evaluation model suggested by Peacock, the current study was conducted. Semi-structured interview with the selected participants was also undertaken. Conducting the descriptive statistics elicited the respondentsâ perceptions regarding the teacher education programs. Majority of the participants viewed the programs instrumental to develop their pedagogic and linguistics competence.
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IIRM CONFERENCE CHIRALA REGARDING TECHNOLOGY NOTES IIRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce. IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce.IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce. The Course is spread over four semesters / two Years
During the First year the focus is on general management subjects
In the second year students can opt from an array of specializations to further their knowledge in areas of their interest
The Institute facilitates internships which provides opportunity for practical Industry insights
Academic Governing Council consists of Industry Experts and CEOs
The curriculum is regularly updated to meet dynamic needs of the industry and academic world
It encourages creativity, inquisitiveness and responsibility for continuous development
Integration of courseware with strong IT platform IIRM CONFERENCE CHIRALA REGARDING TECHNOLOGY NOTES IIRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce. IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce.IRM is the pioneering Educational Institution offering programmes in Financial Services, Insurance, Actuarial Science, and allied verticals. It is unique in character as the Institute is promoted by IRDAI and the Government of Telangana with the sole aim of developing an employable workforce. The Course is spread over four semesters / two Years
During the First year the focus is on general management subjects
In the.
Languages used by teachers in English-language classrooms: An EFL perspectivesouvikbarua3
Â
Language and language policy researchers are interested in the development of using English in the English
language classroom in an EFL context in this era of globalization and internationalization. The main focus of the study
was to find answers to the questions of what languages are used in the EFL classroom and what problems teachers have
in using English at the secondary level in Bangladesh. According to the data from the study, teachers were challenged
by their own language skills, studentsâ language ability, and pedagogical problems. The findings of this study will help
teachers examine themselves more closely and come up with better ideas and reasons for their techniques and attitudes
toward English language teaching. Additionally, the study may reveal the teachersâ perspectives on the issues their
students face. In Bangladesh, social and economic disparities in two different regions within the same country produce
an imbalance in English language teaching, which obstructs the implementation of effective use of English as a language
of instruction in the classroom. Taking this into account, educators may focus on the procedures for an engaging and
neutral English language classroom use.
This PPT aims to provide knowledge and understanding about Language Policy in India, Significance of Language Policy in India, Important of Language Policy in India, Various Committee and Commission Report on Language Policy in India.
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Similar to ACritical Investigation of English Language Teaching in Bangladesh (20)
Exploring ESL Teacher Beliefs and Classroom Practices of CLT: A Case StudyMohammad Mosiur Rahman
Â
This paper presents a case study that investigated and compared the stated beliefs
and observed classroom practices relating to Communicative Language Teaching
(CLT) of two ESL teachers. The findings of the study revealed that both the
teachers hold similar complex beliefs that mostly contradict the philosophy of
CLT. The practices were not in line with their stated belief or CLT principles
either. The findings also indicate that teachers indeed possess a set of complex
beliefs that are not always realized in their classroom practices for a variety of
potential reasons: some of these might be directly related to the context of
teaching. Additionally, this study found that by articulating and reflecting on his
beliefs, the teacher became more aware of the meaning and impact of these beliefs on his classroom practices. Some implications of future studies have also discussed.
Evaluation of the Teacher Education Programs in EFL Context: A Testimony of S...Mohammad Mosiur Rahman
Â
Pre-service teacher education programs such as, TEFL, TESOL, and ELT are offered in some universities in Bangladesh. Meeting the criteria and based on their level, students tend to enroll in BA in TEFL or TESOL and MA in TESOL or ELT programs. These programs entail different courses that are claimed to enable enrollees with the repertoires required to be an expert language teachers. However, for unknown reason, the effectiveness of such teacher education programs has not been explored. The current study intended to reveal what student teachers think about their teacher education programs. Adopting the pre-service teacher education program evaluation model suggested by Peacock, the current study was conducted. Semi-structured interview with the selected participants was also undertaken. Conducting the descriptive statistics elicited the respondentsâ perceptions regarding the teacher education programs. Majority of the participants viewed the programs instrumental to develop their pedagogic and linguistics competence.
EIA- A Teacher Education Project in Bangladesh: An Analysis from Diversified ...Mohammad Mosiur Rahman
Â
English in Action (EIA) is an ongoing teacher education project which places
mobile technology at the centre of its action. Most of the studies carried out
focused on the changes EIA brought in teachersâ classroom actions. Along with
this, they also explored the classroom to observe whether the input given during
training program is implemented in real life. No study has been conducted that
compares and contrasts the components of mobile learning in general and the
components EIA is using. This study, particularly, drew a comparative analysis
between the mobile learning and EIA initiated mobile learning to reveal the extent
it matched or mismatched to the components of mobile learning. It also scrutinized
teachersâ behavior in the classroom after participating in EIA. It also penetrated to
find the contents to be reviewed. Qualitative method was used to conduct this
study. The result revealed that the components of EIA match to the mobile learning
ones to the extent that EIA entails those suiting the context. Few elements were
seemed absent as they are less suitable in such context. Besides, teachers were
found bringing changes in their classrooms. The introduction of action research
and reflective teaching were suggested to add to EIAâs program.
Factors Affecting Teachersâ Implementation of Communicative Language Teaching...Mohammad Mosiur Rahman
Â
This study focuses on the selected factors affecting teachersâ implementation of the Communicative Language Teaching (CLT) curriculum in secondary schools in Bangladesh. The study is explorative, interpretivist, and qualitative in nature. A phenomenology approach, under qualitative method, was adopted to explore how teachers experience the phenomenon of CLT based curriculum change. Four schools were chosen, two from Dhaka (Urban), the capital of the country, and two from the villages in Chandpur (Rural). Eight selected participants were chosen from these schools based on a purposive sampling. Semi-structured interviews, classroom observation and document analysis of curriculum, assessment, and teaching materials were the instruments of data collection. The finding of the study suggests that the shift from traditional Grammar Translation Method (GTM) to CLT was needed a positive outlook from all the selected factors in the context of change; however, this did not happen. Numerous factors such as, needs of classroom teachers, complexities regarding the mismatch of teaching syllabus and material with assessment, unequipped classrooms, and quality of teacher development facilities have challenged teachers to implement CLT as it was intended in the curriculum. The study suggests some recommendations to ensure the effective implementation of CLT curriculum. Future research is also recommended based on other factors and stakeholders.
REVISITING INNOVATIONS IN ELT THROUGH ONLINE CLASSES: AN EVALUATION OF THE AP...Mohammad Mosiur Rahman
Â
The ubiquity with regard to technology and availability of social media offered an unorthodox avenue to impart education. Concerning language teaching and learning, the meticulous use of such online platforms has been overtly observed. They become didactic concerning the issue that typical classrooms often exert gaps in terms of studentsâ learning. 10 Minute School, a platform to infuse language teaching and learning through Facebook live classes, undertakes the responsibility to bridge the gaps yielded from traditional English language classroom in an EFL context. The aim of the current study was to carry out a subtle analysis concerning the design of this online learning program in relation to Cognitive Load Theory (CLT) and its implication to e-learning. The study adopted the deductive method of content analysis. The themes have been shaped based on the teaching contents of 10 Minute School. The findings suggested that the approach undertaken by 10 Minute School for its online teaching and learning was instrumental to studentsâ quick learning.
English Medium Instruction Innovation in Higher Education: Evidence from Asia...Mohammad Mosiur Rahman
Â
reported by Dearden (2015), the use of EMI is a rapidly growing global phenomenon in grade school and
higher education (HE) outside the Anglophone world. However, EMI has been influenced by a number of
factors including educational, political, and economic motives (Altbach & Knight, 2007; Evans &
Morrison, 2016). The most significant reason for the growth of EMI is perhaps that it is inextricably
linked to the establishment of English as an international language, which has resulted in greater student
mobility across countries and a need for EMI. This phenomenon has been termed as internationalisation
in education (Knight, 2013, p. 84). For the past decade, HE institutions in non-English-speaking Asian
countries have seen a rampant growth in competition of internationalization in their institutions (Doiz,
Lasagabaster, & Sierra, 2013). The internationalization of HE in these non-English-speaking contexts has
often been initiated and implemented mainly to fulfil requirements for educational reforms and to
restructure education in accordance with an emerging global HE community (Evans & Morrison, 2016).
Evidently, due to the intention to equip local students with this global language that will allow them to
flourish more in the job market and to pursue higher education, both locally and globally (Macaro,
Akincioglu, & Dearden, 2017), an inevitable trend of EMI adoption has been observed in non-native
English-speaking countries.
Embracing the reasons for the failure of donor-sponsored English-teacher training
programs is very critical since it precedes the revisions, improvements and quality
assurance for the futuristic training programs. Ideating such philosophy, the current
study concerns the blatant penetration with regard to the donor-aided training
programs in Bangladesh. Conceptualizing the Organized Hypocrisy (OH) theory,
the current study, particularly, explored to seek the answer as to how OH is
trivializing the donor-funded English teacher training programs in Bangladesh. A
systematic review process has been adopted concerning the donor-aided English
teacher training programs, mobile learning theories and teacher development
theories. The review yielded critical insights to apprehend the phenomena affecting
the donor-sponsored training programs in the respective context. The study
revealed that outright violation of donorâs mandates and policies, and
mainstreaming gaps resulted in the failure of the donor-sponsored training programs. Disputing the commitments from donorâs part is identified ubiquitous in
the training programs.
Understanding EFL Teachersâ Beliefs and Practices in EFL Classrooms: A Phenom...Mohammad Mosiur Rahman
Â
The construction of teacher beliefs through teacher education programs and their impact on classroom practices has drawn enormous attention in the concurrent literature. Yet in Bangladesh, little is known about the construction of teacher beliefs through teacher education programs and the impact of teacher beliefs on their classroom practices. Pertinently, the current study aimed at answering the questions regarding teachersâ beliefs about teaching before and after the completion of the TESOL (Teaching English to Speakers of Other Languages) programs to identify the changing patterns of their beliefs. In addition, the study explored their classroom practices to examine whether teachersâ beliefs are in line with their classroom practices after the TESOL programs. Undertaking a phenomenological approach, data were collected from four university teachers through the method of semi-structured interviews and semi-structured classroom observations. The participants were TESOL graduates. We adopted a thematic analysis to analyze our findings. The findings suggested that a dramatic change took place, as a result of TESOL programs, concerning teachersâ beliefs about their role in the classroom, their teaching methodologies and teaching material resources, and their understanding of effective teaching, classroom management approaches, and qualities of a good teacher. Additionally, the classroom observation data was a testimony of the reflection of their newly shaped beliefs on their classroom practices.
English language assessment in Bangladesh today: principles, practices, and p...Mohammad Mosiur Rahman
Â
The achievement of curriculum goals and objectives, to a large extent, depends on
how assessment methods are designed, implemented, monitored, and evaluated.
English language learning in Bangladesh has miserably failed, and ineffective
assessment methods may be largely attributed to this failure. This paper attempts to
address various aspects and issues of English language assessment in Bangladesh in
relation to English language learning as a curricular reform and the education policy
of the country. The analysis revealed that there was always a gap between the
principles of assessment embedded into the curriculum and the actual assessment
practices. Furthermore, heavily hard hit by the high-stakes testing, the curriculum, the
learners, and the instructors need to be liberated from this vicious policy. The review
concluded with a recommendation that teachers need to develop assessment
literacy through teacher education programs that are essential to helping teachers to
acquire knowledge, skills, professionalism, and assessment expertise.
Teachersâ Beliefs and Practices of Implementing Secondary English Curriculum ...Mohammad Mosiur Rahman
Â
The study focuses on the implementation of communicative English language curriculum reform of four
secondary school teachers in Bangladesh. The study is explorative, interpretive, and qualitative in nature.
A phenomenology approach, under the qualitative method, was adopted to explore how teachers
experience the phenomenon of communicative language teaching (CLT) based curriculum reform. The
classroom practices of CLT curriculum were observed for one week for each teacher. Teachersâ beliefs
regarding the curriculum reform were explored through a semi-structured interview. The finding of the
study revealed the existing mismatch between curriculum intention and implementation. The study
reflected on the teachers' views of their being teachers and how it enacts with the curriculum. Teachersâ
prior beliefs regarding English teaching and learning and their practices are found to be barriers to
implement the curriculum. Numerous factors such as assessment, lack of teacher training and lack of
learnersâ ability contributed to the phenomenon. Nevertheless, the study shed light on the limited
implementation of the CLT reform in the context of Bangladesh, since the cognitive and contextual
realities of teachersâ work were not taken into consideration while reforming the curriculum.
English medium instruction: Beliefs and attitudes of university lecturers in ...Mohammad Mosiur Rahman
Â
Evolution of English medium instruction (EMI) in non-native English-speaking
countries in recent years has inspired researchers to investigate the various dimensions of
this phenomenon. Internationalising higher education, realising the local needs of
English-speaking graduates, and eliciting the economic and social benefits of English are
often reported as the major factors behind the adoption and implementation of EMI.
However, these goals and demands of EMI are perceived and realised to varying extents
in diverse higher education contexts. This article reports on a small-scale study
conducted in Malaysia and Bangladesh exploring the beliefs and attitudes of university
lecturers to EMI. Based on the data extracted from interviews, this study highlights the
needs and aspirations of EMI in Malaysia and Bangladesh and identifies several common
issues that influenced the adoption of EMI in both countries. However, Malaysia's desire
to become a hub of higher education in the region and to encourage the recruitment of
international students has been reported by the lecturers in Malaysia as the most
prominent reason for their adoption of EMI. Such EMI-related policies in Malaysia have
shaped positively the beliefs and attitudes of lecturers towards its adoption and
implementation. Furthermore, these policies also supported the lecturers to develop a
considerate attitude to studentsâ challenges with regard to EMI.
rahman(Complex dynamic systems of language teacher cognitions: A case study f...Mohammad Mosiur Rahman
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Teacher cognition research has provided useful insights into complex, dynamic, and
contextual teaching processes. Yet, there is no systematic framework for describing the
complex, dynamic and contextual features of teacher cognition. This research applied
complexity theory to the analysis of characteristics of teacher cognition systems of an
English as a foreign language (EFL) teacher in Bangladesh and examined how the
relationship between the different components of teacher cognition systems led to the
complex characteristics of their cognition and teaching practices. The case was
investigated using multiple sources of data collection which included in-depth interviews,
classroom observations and stimulated recall. The findings present evidence of the EFL
teacherâs complex knowledge of communicative language teaching and curriculum
implementation through classroom practices, the influence of his prior language learning
experiences on his practices, his experiences as a novice teacher resulting from teacher
training input, his classroom interactions with his students, and further professional
development.
Examination of the Prediction of Different Dimensions of Analytic Relationsâ ...Mohammad Mosiur Rahman
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An in-depth investigation of analytic relations by lexical researchers plays a prominent role in language learning and
teaching. The primary objective of the present study was to investigate the extent to which prediction regarding different
aspects of analytic relations impacts reading comprehension. The current research employed a quantitative approach
using standard multiple regression analysis. The study compared two language proficiency tests, namely an analytic
relations test and an academic reading comprehension test, among a total of 91 participants with a Bachelor of Business
Administration background and a total of 64 students with a Bachelor of Engineering background. The results of the
study showed that for both the Business and Engineering School students, the component-integral analytic relations
facet of vocabulary depth knowledge was not only the most statistically significant contributing predictor of academic
reading comprehension, but it also had the largest effect (i.e., statistically significant) in explaining the outcome
variable: Academic reading comprehension. By providing insights into the research gap, the present study suggests that
the analytic relations dimension of vocabulary knowledge has practical use for English language learners and English
teachers at the tertiary level, and it offers further implications for lexical researchers.
Challenges Affecting the Implementation of ÂŁ50 Million In-Service Training Pr...Mohammad Mosiur Rahman
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Numerous donor-sponsored in-service training programs have been operated in Bangladesh for English language teachers. EIA was the last donor-funded project that incorporated school-based training. It claimed to acquaint teachers with technology coupled with a lot of interactive activities to be incorporated in the classroom. The aim of the study was to identify the challenges faced by the secondary-school English language teachers in incorporating the elements learned in EIA training into their classroom practices and to identify the solutions to overcome the challenges. The present study undertook reflective theory developed by Wallace (1991). To conduct this study, semi-structured interview with the teachers and semi-structured classroom observation were carried out. Teachers reported some issues that potentially precluded them from employing different activities in their classrooms. In addition, teachers elicited suggestions to overcome the challenges. The interview data were organized thematically. This study was intended as an eye opener for the policy makers in the small states.
Multiple Case Studies on the Impact of Apprenticeship of Observation on Novic...Mohammad Mosiur Rahman
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Cognition plays an important role in language teacher decision-making. A number of sources, including schooling,
influence the cognition of language teachers. The concept of schooling is identified as the history of teachers' own
personal education influences on the teachersâ knowledge, also referred to as apprenticeship of observation (AO).
Through further conceptualization of schooling/AO involving the notion of history-in-person, the current multiple case
study explored the prior learning experience of two Bangladeshi novice teachers of English: Kamrul and Monabbir
(pseudonym), and how these experiences influenced their cognition of language. The findings suggest that the prior
learning experience of English teachers has influenced their cognition and has taken on distinctive trajectories. Both AO
and anti-apprenticeship of observation (anti-AO) were documented on the basis of the positive and negative English
learning experiences of Kamrul and Monabbir at school. The article concludes with the implication of schooling in shaping
the knowledge of language teachers and developing a context-based teacher education program.
Teachersâ Beliefs and Practices of Implementing Secondary English Curriculum ...Mohammad Mosiur Rahman
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The study focuses on the implementation of communicative English language curriculum reform of four
secondary school teachers in Bangladesh. The study is explorative, interpretive, and qualitative in nature.
A phenomenology approach, under the qualitative method, was adopted to explore how teachers
experience the phenomenon of communicative language teaching (CLT) based curriculum reform. The
classroom practices of CLT curriculum were observed for one week for each teacher. Teachersâ beliefs
regarding the curriculum reform were explored through a semi-structured interview. The finding of the
study revealed the existing mismatch between curriculum intention and implementation. The study
reflected on the teachers' views of their being teachers and how it enacts with the curriculum. Teachersâ
prior beliefs regarding English teaching and learning and their practices are found to be barriers to
implement the curriculum. Numerous factors such as assessment, lack of teacher training and lack of
learnersâ ability contributed to the phenomenon. Nevertheless, the study shed light on the limited
implementation of the CLT reform in the context of Bangladesh, since the cognitive and contextual
realities of teachersâ work were not taken into consideration while reforming the curriculum.
The selection of a textbook, its evaluation, and the implementation of this evaluation are all processes integral to the
improvement of studentsâ learning. The current evaluation of the higher secondary English For Today (EFT) (Hani &
Siddika, 2018) textbook intends to examine if the textbook possesses the credentials and credibility necessary to achieve
the aims and objectives of the higher secondary English curriculum. Using interview and document analysis, the current
researchers analyzed the higher secondary curriculum, the textbook itself, and other relevant documents. The layout of
the textbook, its contents, language level, organization, skills covered, classroom activities, methods of assessment,
illustrations, and quality of print were considered. The strengths and weaknesses of the textbook have been identified
by the critical evaluation conducted by the researchers. Although the textbook has strengths, such as diverse contents,
and the writersâ consciousness of âglocal subjectivityâ (Khan & Rahaman, 2019, p.169), it has some limitations, such
as, exclusion of listening skills, inadequate communicative tasks and activities, overuse of traditional assessment
methods, and poor quality of images and illustrations. To overcome the limitations, the researchers suggest to use high
quality paper and images, to integrate diverse communicative tasks and activities, and assessment methods. The
researchers also suggest that more attention is required by the policy makers in order to more effectively implement
the goals and objectives of the higher secondary curriculum. Furthermore, integration of intended learning outcomes
(ILOs) in each lesson, consideration of novelty in designing tasks and activities involvement subject experts in writing
textbook, provision of recommended readings, and consideration of 21st century skills in designing tasks and activities
will enable the textbook to help learners develop proficiency in English. The findings of the study may inspire the
scholars, researchers, practitioners, and textbook developers in Bangladesh and beyond in various academic subject
areas at the higher secondary level to be more aware of the curriculum goals and objectives while writing the textbooks.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesarâs dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireâs birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empireâs society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
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It is possible to hide or invisible some fields in odoo. Commonly using âinvisibleâ attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation âBlue Starâ is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Hanâs Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insiderâs LMA Course, this piece examines the courseâs effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
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ACritical Investigation of English Language Teaching in Bangladesh
1. ACritical Investigation of English
Language Teaching in
Bangladesh
MOHAMMAD MOSIUR RAHMAN AND AMBIGAPATHY
PANDIAN
Unfulfilled expectations after two decades of
Communicative Language Teaching
Introduction
The 2016 World Bank report on worldwide per
capita Gross Domestic Product (GDP) identified
Bangladesh as a lower middle-income country
based on its consistent GDP growth throughout last
decade (World Bank, 2016). To maintain this growth
rate and meet the radical demand for human
resources in increasingly globalised world markets,
the country needs to communicate more effectively
with the outside world. Inevitably, this means
improving the quality of English teaching and learn-
ing. The significance of English, as the global lingua
franca, to Bangladeshi learners is at its zenith. In this
developing country, however, economic constraints
mean that funds allocated to education are limited
compared to many other Southeast Asian countries
(Habib & Adhikary, 2016). Even given the generally
low level of educational standards in Bangladesh
(Islam, 2015), the standard of English language
teaching and learning has decreased alarmingly in
recent years (Hamid, 2011). English language
education in Bangladesh has always been problem-
atic, despite various attempts to initiate curriculum
reform. As Hamid & Baldauf (2008) point out, the
first of these major shifts in the ELT curriculum
took place in the mid-1990s, when the traditional
Grammar-Translation Method (GTM) was replaced
with a curriculum based on a Communicative
Language Teaching (CLT) model. The principal
objective of this article is to review the major pro-
blems associated with ELT in Bangladesh that have
hindered the implementation of the new CLT
MOHAMMAD MOSIUR
RAHMAN (MA, MRes) is a
graduate research student
at the School of Languages,
Literacies and Translation,
Universiti Sains Malaysia.
His research interests are
the interdisciplinary issues
in language education and
applied linguistics. From
the macro level language policy, curriculum
development and implementation to micro level
classroom language teaching, he has published
widely. He is currently holding the prestigious
Graduate Assistantship for the year of 2016â
2017. Email: mosiurbhai@gmail.com
DR. AMBIGAPATHY
PANDIAN was a Professor
and Dean of School of
Languages, Literacies and
Translation, Universiti Sains
Malaysia. Currently, he is a
Professor, Dean at the
Faculty of Language Studies
and Communication Studies,
Universiti Malaysia
Sarawak. His field of research interests is wide-
ranging: they include language and literacy
education, TESOL and more recently higher
education. He is very well published, being the
author and editor of more than 40 books and many
articles featured in local and International
journals. Email: pambigapathy@unimas.my
doi:10.1017/S026607841700061X
English Today 135, Vol. 34, No. 3 (September 2018). Printed in the United Kingdom Š 2018 Cambridge University Press 43
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2. curriculum from the perspective of teachers, and
eventually to make recommendations for more
effective ELT curriculum reform.
Methodology
This paper is a review based on secondary data.
Extensive literature has been reviewed, including
searches for peer-reviewed articles from ERIC
(EBSCO or CSA) and Google Scholar based on key-
words e.g., ELT in Bangladesh, CLT, curriculum
implementation, teacher education, etc. All data
from different secondary sources are acknowledged.
English Language in Education Policy
and introduction of CLT in the
curriculum
According to Hamid & Honan (2012: 141), â[w]ith
over 17 million children learning English,
Bangladesh is one of the largest populations in the
world learning English as a foreign or second lan-
guageâ. One issue is that the form of ELT in
Bangladesh â English as a Second Language
(ESL) or English as a Foreign Language (EFL) â
is a matter of debate among researchers.
According to Carter & Nunan (2001), ESL refers
to where English is widely used in public places
and parliament, such as in India, along with the
Indian state languages, or in Malaysia. EFL, on
the other hand, implies use of English as a foreign
language mostly confined to classrooms, and is
used mainly for academic purposes, for example
China or Pakistan where English is used as a
medium of instruction and is not widely used in
the community. McArthur (1996) positions
Bangladesh as ESL, but says that use of English is
between a second and foreign language in the com-
munity. English is the only recognised language in
Bangladesh other than Bangla, thus Ali (2010)
locates ELT in Bangladesh as ESL, although Ali
& Walker (2014) maintain that English language
teaching in Bangladesh is EFL. Most recently, how-
ever, the government of Bangladesh mandates
English as a second language through its curriculum
(Ministry of Education, 2010).
In short, Bangladeshi ELT policy has always
been driven by a basic uncertainty and lack of
clear vision as to the fundamental status of
English in the country. Indeed, according to
Chowdhury & Kabir (2014), until the National
Education Policy (Ministry of Education, 2010),
Bangladesh never had any planned and consistent
English language policy at all. This problem has
been exacerbated by the fact that there are three
educational systems in Bangladesh: the âmain-
streamâ secular state education system; the
âMadrasahâ system of religious education; and
âEnglish-medium educationâ run by the
University of Cambridge through the British
Council. The role of English language is different
in these three systems (Ali & Walker, 2014). In
tertiary-level education Bangla and English are
the medium of instruction in government schools,
but in private universities the medium of instruc-
tion is English, and English is also widely used
for official purposes (Hamid, Jahan & Islam, 2013)
Before the partition of the Indian subcontinent in
1947, English was the medium of communication
with the British and medium of instruction in
higher education. However, in 1835, the bureau-
cratically inspired and culturally patronising Lord
Macaulay approved British colonisers to offer
English education with the motive of creating a
class of faithful Indian administrators in the
image of British taste and attitude (Chowdhury &
Kabir, 2014). After division of the subcontinent
in 1947, and inspired by religious ideology,
Pakistan reassessed and rearranged the English lan-
guage in education policy and redirected the curric-
ulum with Islamic religious doctrine (Rahman
et al., 2010). However, British and Pakistani rulers
held the same political motives and gave English
status in education policy on the basis of need.
Soon after the liberation of the country, Bangla
became the national language (Banu & Sussex,
2001)andâofficiallanguageâforbothcommunication
and instruction in all state academic institutions by an
amendment to the constitution in 1972 (Rahman,
2010). After independence, eight education commis-
sions developed blueprints for education policy â the
Education Commission Report (1974), the English
Teaching Taskforce Commission (1976), the
Bangladesh National Education Commission
Report (1988), the National Curriculum Committee
(1991), the National Education Policy (2000), the
Bari Commission Report (2002), the Miah
Commission Report (2004), and the National
Education Policy (2010). Nevertheless, the status of
English has been inconsistent all the way from the
first to the last of these reports. These changes have
been sketched by Chowdhury & Kabir (2014), and
are reproduced in Table 1.
Inconsistency in education policies has always
been a feature of ELT in Bangladesh. Decisions
about changes have often been driven by no apparent
justification. One such shift in the curriculum was
made from traditional GTM to CLT in 1996.
Realising the need for communication in English
44
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3. Table 1: Chronological summary of English in Education Policy (Chowdhury & Kabir, 2014: 10)
Education policies and
commission reports The position of English and English education
1974 Bangladesh Education
Commission
English given priority as foreign language, to be taught from Class 6.
General emphasis on English language.
1976 English Teaching Taskforce
Commission
English to be taught either in Class 3 or Class 6, subject to availability of
English teachers.
1988 Bangladesh National
Education Commission
Grade 3 suggested as recommended starting point for English education.
Grade 6 suggested as uniform starting point for English education.
1991 National Curriculum
Committee
English education introduced in Class 3.
English introduced as a compulsory subject in Class 1 (1992).
2000 National Education Policy English set as the medium of instruction for kindergartens.
Curriculum and all text material used in kindergarten translated into
English.
Introduction of English as an extra subject from Class 1 and 2 and as a
compulsory subject from Class 3.
Along with Bengali, English could be a medium of instruction from the
secondary level (Class 7).
Emphasis on English as the medium of instruction at the tertiary level.
2003 National Education
Commission
Reemphasis on English learning from the primary level.
One objective of primary education is to acquaint learners with English
language skills as a foreign language.
Emphasis on rebuilding overall English curriculum.
Emphasis on organising foreign training for trainers of PTI and NAPE
and local training for all secondary school teachers to improve English
education.
Emphasis on introducing a six-month English language course at the
tertiary level.
2010 National Education Policy English recognised as an essential tool to building a knowledge-based
society.
Emphasis on English writing and speaking from the very beginning of
primary education.
English to be set as a compulsory subject, adopted in all streams from the
secondary level.
English as a medium of instruction could be introduced from the
secondary level.
Emphasis on appointing an adequate number of English teachers at the
secondary level.
English to be a compulsory subject in all colleges and universities.
English (along with Bengali) to be the mediums of instruction at the
tertiary level.
Emphasis on the need to translate books written in English into Bengali.
A CRITICAL INVESTIGATION OF ENGLISH LANGUAGE TEACHING IN BANGLADESH 45
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4. language teaching, in 1996 the Ministry of Education
(MoE) moved to a Communicative Language
Teaching (CLT) approach in the curriculum
(Rahman, 2015), maintaining that CLT is considered
useful to develop learnersâ communicative skills
(Littlewood, 2007). During the change to introduce
CLTto the curriculum,newsyllabi,CLT-based mate-
rials, and training were needed (Ali & Walker, 2014).
ELT in Bangladesh: Problems
hindering the implementation of a
CLT Curriculum
The ELT curriculum in Bangladesh in primary,
secondary, and higher secondary levels is idea-
lised, developed, and circulated by the National
Curriculum and Textbook (NCTB), a wing under
the MoE. In a centrally-based education system
such as in Bangladesh, where teachers implement
products from curriculum developers, there are
bound to be problems with a new curriculum; in
particular, teachers fail with the curriculum
because they do not have a clear idea what is
expected of them (Karim, 2004). As a conse-
quence, ELT in Bangladesh faces problems imple-
menting the curriculum in the classroom. Two
main problem areas will be identified in the follow-
ing discussion. The first relates to the way in which
the needs of the teachers implementing the curric-
ulum reforms have been neglected, and the second
relates to the more general lack of teacher training
infrastructure in Bangladesh. Each of these will
now be discussed in turn.
The Unheard Voice of English Teachers in
Bangladesh
Curriculum changes often fail because policy
makers do not realise the needs of teachers
(Fullan, 2007). In Bangladesh, the reality of the
classroom has certainly been ignored. There
seems to be no collaboration during different
phases of curriculum development in Bangladesh,
and so the voice of teachers is unheard (Ali,
2010). Part of the problem is that the CLT curric-
ulum was never explained clearly to teachers,
with the result that diverse opinions circulated
about how to follow a CLT curriculum (Das
et al., 2014). Equally important, however, is the
fact that CLT requires teachers to adopt not only
an imported Westernised method, but also an
entirely different culture of teaching and learning.
Teachers in Bangladesh are accustomed to a
teacher-centred approach, with fewer student activ-
ities and a more formal and less friendly relation-
ship between teachers and students, all of which
inhibit CLT curriculum implementation (Yasmin,
2009). It is therefore not surprising to note that tea-
chers quickly returned to their old âchalk-and-talk
drill methodâ (Littlewood, 2007: 24; Chowdhury
& Ha, 2008), and that GTM continues to have a
substantial washback effect on teachersâ classroom
practices (Khan, 2010) and thus stubbornly
remains the de facto norm for ELT classrooms in
Bangladesh. As Abedin (2012) notes, the method
employed by most English teachers in the class-
room is not CLT at all in reality, but is instead a dis-
guised version of the GTM that they have always
used in the past.
As both Fullan (2007) and Marsh & Willis
(2007) have argued, the frequent incompatibility
of curriculum innovations with the existing percep-
tions, beliefs, and values of the teachers charged
with implementing these innovations is perhaps
the single biggest constraint in curriculum change.
The Bangladeshi experience over the last two dec-
ades is no exception to this. Since its introduction,
and despite constant efforts by policy makers and
curriculum developers, the contributions of CLT
to English language learning in Bangladesh have
been questioned by a growing number of research-
ers (e.g. Chowdhury & Ha, 2008; Abedin, Mojlis
& Akhter, 2009; Kirkwood & Rae, 2011; Hamid
& Honan, 2012; Ali & Walker, 2014; Rahman,
2015). It should be noted, however, that this
experience is not unique to Bangladesh; on the
contrary, the effectiveness of CLT around the
globe has been questioned by a number of scholars
(e.g. Canagarajah, 2005; Kumaravadivelu, 2001;
Nunan, 2003; Humphries & Burns, 2015). In
second language research, findings obtained in
one country are not necessarily transferrable to lan-
guage pedagogy or policy making in another coun-
try (Ellis, 2010; Rahman & Pandian, 2016), and it
is now increasingly recognized that policy makers
cannot import and adapt any language teaching
approach from the West without considering con-
textual constraints (Humphries & Burns, 2015).
Unfortunately, policymakers in Bangladesh do
not seem to be aware of this as yet.
Teacher Education and Quality of English
Teachers
The other major barrier to the effective implemen-
tation of a CLT curriculum in Bangladesh is the
quality of teachers. Traditionally teacher quality
has been associated with their education, experi-
ence, and professional support (Stockwell, 2015).
This key issue was identified in the early days of
CLT introduction by Selim and Mahboob (2001)
and teacher qualifications were exposed as a
46
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5. critical issue in the failure of CLT in ELT in
Bangladesh. Kirkwood & Rae (2011) identify pri-
mary and secondary English language teacher qua-
lifications, a good tertiary education, and
competency to practice a CLT curriculum in the
classroom as pre-requisites for successful ELT cur-
riculum reform. Unfortunately, all of these are cur-
rently lacking in Bangladesh. Siddique (2004) has
pinpointed the lack of language proficiency and
knowledge of language teaching as a constraint in
the use CLT methodology in the classroom,
while Sultana and Nahar (2008) have diagnosed
similar problems in terms of teacher proficiency.
Only a few teachers have received CLT training
in selected schools (Islam, 2015), and teachers
lack resources such as professional journals, peri-
odicals, and training materials (Hoque, Alam &
Abdullah 2011). Rahman, Kobir and Afroze
(2006) also question the effectiveness of existing
training and its poor outcomes. They found that
even when teachers have attended numerous train-
ing opportunities, their classroom practices have
not changed significantly.
Whilst weak dissemination of the curriculum
and lack of in-service teacher training or profes-
sional development have negatively affected the
implementation of the curriculum across the coun-
try (Wang & Cheng, 2008), schools in peripheral
areas of Bangladesh face the most serious teacher
quality problems. Hamid & Baldauf (2008) suggest
that many ELT practitioners in these areas simply
do not have the required ELT qualifications at all.
At best, some have a post-graduate level of educa-
tion in English literature, which is of rather limited
usefulness for language teaching.
The traditional approach to teacher professional
development tends toward training to provide the
necessary skills to teach students (Richards, 2008).
Initially, CLT was implemented provisionally only
in secondary schools. During 1990â1995,
OSSTTEB (Orientation to Secondary School
Teachers for Teaching of English in Bangladesh), a
UK-baseddonor,fundedthisteachertrainingproject.
Ironically, this is the same donor body that pressured
implementation of CLT through the British Council.
The goal was to modify the English curriculum and
design textbook and teacher training, but not all tea-
chers were provided with CLT training in the begin-
ning. OSSTTEB used a slow selection process for
training English teachers, and ended the programme
abruptly after only three years, leaving 55,000 out of
a possible 60,000 teachers untrained for the CLT cur-
riculum (Hamid, 2010).
After the bitter experience of OSSTTEB, ELTIP,
a jointly-funded UK-Bangladesh project ran from
1997 to 2008, aiming âto improve the communica-
tive competence among the learners of Secondary
and Higher secondary education levels and to
train the teachers on communicative language
teachingâ (NCTB, 2001: 3). Although the goal of
ELTIP was to strengthen human capital for ELT
in Bangladesh, it eventually failed to do so. They
only trained 35,000 of 60,000 English teachers
during the project (Hamid, 2010), nor did they con-
vert teachers from traditional GTM practitioners to
teachers with CLT awareness.
In recent years, yet another project, English in
Action (EIA, 2010) was introduced to improve
the ELT in Bangladesh, funded by the UK
Department for International Development
(DfID). As a follow-up scheme to ELTIP, the
aim of EIA is to boost economic development in
Bangladesh by improving ELT (Seargeant &
Erling, 2011). Whether or not this project will
prove any more successful in the long run is
open to question, but the broader issue here is
that funded ELT projects such as this make
Bangladesh dependent on foreign donor agencies,
whose strategic aims and long-term interests may
not be entirely aligned with those of the govern-
ment and people of Bangladesh.
Implications and conclusions
ELT has a long way to go to help Bangladesh
advance. First, English education policies in
Bangladesh need to be revisited and revised with-
out vested Western interests and influence
(Chowdhury & Kabir, 2014), which condemn the
institutionalisation of English to an elitist view
that often discriminates among students. English
needs to be emphasised at the tertiary level with
due regard to the role that language plays in devel-
oping a skilled workforce in the region.
Second, the methodological feasibilityof adopting
CLT as a language teaching method across the coun-
try should be reevaluated in the context of the needs
of local learners and teachers (Ali & Walker, 2014).
Given the limited amount of investment that can be
put into English language education, Hamid and
Baldauf (2008: 22) emphasise that policy decisions
need âto find the right balance between the breadth
and depth of English in the national curriculumâ.
Third, introducing a curriculum in the classroom
is complex and depends to a large extent on teachers
(Fullan, 2007). In Bangladesh, however, this is
problematic as the country does not have adequate
resources or the institutional capacity to train suffi-
cient numbers of teachers of an appropriate quality
for implementing rapid curriculum reform (Hamid,
A CRITICAL INVESTIGATION OF ENGLISH LANGUAGE TEACHING IN BANGLADESH 47
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6. 2010). The only way to train them adequately is in
the long term. Considering financial constraints,
Hamid (2010) recommends that the government
create permanent infrastructure and institutional
capacity so that teachers can be trained as an
ongoing process with a minimum of spending. On
the other hand, donor-funded, short-term goals for
English teacher training by projects may simultan-
eously build national capacity and institutional
development so that English teachers will be trained
efficiently at the end of such projects. Using local
experts could be an effective solution for a develop-
ing country such as Bangladesh, where funding for-
eign experts and running ELT projects faces
financial constraints. The Bangladesh government,
however, has thus far entirely ignored this poten-
tially more efficient use of resources (Hamid, 2010).
Fourth, to make effective ELT policies, outcomes
must be measured so that ELT programmes can
improve (Ali & Walker, 2014). One potentially effi-
cient approach would be through active participation
by teachers in research (Rahman & Pandian, 2016);
this would give them a voice and help researchers
identify problems and possible solutions.
The nationâs overall goal and objectives ultimately
reflect in its national education policy and national
curriculum. This article has argued that the funda-
mental problem in Bangladesh, like many other
developing countries, lies in its misplaced faith in
imported Western methodology as a means of
improving its ELT curriculum. Curricular reform
should be localised and based on social and class-
room needs. ELT in Bangladesh has a great role to
play in the goal of âDigital Bangladeshâ that the pre-
sent government expressed when it came to power in
2009 with the promise of facilitating a transition to a
Second World country in terms of income for future
generations to a globally-connected 21st
century.
Only time will tell to what extent Bangladesh is up
to this ambitious task.
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