1) The document discusses a study on teachers' practices to engage students in English classrooms in Bangladesh as part of the English in Action program. 2) The study observed classrooms in 4 upazilas across 2 divisions to understand how teachers use techniques like greetings, songs, games and roleplays to engage students. 3) The findings showed that interactive techniques helped students practice vocabulary, spelling and dialogs, but overcrowded classrooms and lack of materials posed challenges.

1. Teachers' Practices
Promoting Students' Engagement
in English Classrooms
5th
BELTA INTERNATIONAL CONFERENCE 2011
Dhaka, Bangladesh
Arup Ratan Das & Fatema-Tuj-Johra
Researcher
EIA-DU-OU (UK) Research Collaboration Programme
Institute of Education and Research (IER)
University of Dhaka

2. • Teaching and learning - a two way process
• Effective use of teaching method and material
determine student engagement and student
engagement ensures student learning
• Engaging students in classroom activities
• Communicative language teaching (CLT), an
approach of language which emphasizes
interaction.
• Communicative use of language in Bangladesh
• English in Action (EIA) intervention in
Bangladesh

3.  A nine-year (2008-2017) language education
Programme designed to change the way that English
is acquired by children, young people and adults in
Bangladesh.
 Utilizing technology to-
 overcome barriers to the effective use of
communicative English
 increase motivation and access to appropriate
resources
 enhance and extend the necessary learning and
teaching practices.

4.  For primary level the major focus of the EIA
programme is engaging students and
developing teachers' practice through
innovative classroom resources.
 EIA has worked in 23 upazilas out of 24 at the
primary level in the pilot phase.

9. Area of the study
The area of the study was four upazilas from four
districts of two divisions. The upazilas were:
Chhatak (Sunamgonj) and Golapgonj (Sylhet
Sadar) from Sylhet division; Kapasia (Gazipur)
and Monohordi (Narshingdi) from Dhaka division.
No. of Upazilla 4 (two upazillas from each division)
No. of School 6 (three schools from each division)
No. of classroom observation 6
No. of Teacher Interview 6

10.  Qualitative method was used for data collection
and analysis.
Tools of data collection
 Open ended classroom observation schedule
 Semi- structured teacher interview schedule
Stages of Data Analysis
 Collected Data was collated.
 Refined data were analyzed under theme.

11. Teachers’ Practices and Students’ Engagement
o Greetings and warm up activity
o Using textbook
o Using poster
o Question answer session
o Playing audio lesson
o Singing song
o Reciting rhyme
o Playing games

12. Teachers’ Practices and Students’ Engagement
o Practicing vocabulary and spelling by using flash
card
o Practicing dialogue
o Role play
o Drawing pictures
o Writing activity
o Language of instruction
o Teacher's movement in class
o Teacher's attention on student

13. Students practicing counting song with the teacher

14. Students practicing dialogue with the help of teacher

15. Students doing pair work

16. Students using flash card

17. Challenges
Large number of student
Lack of space in classroom
Limitation of class hour

18.  Ensure effective learning environment
• number of student
• classroom size and physical environment
• noise from other class
 More teacher training, monitoring and evaluation
 More effective use of teaching-learning materials

19. The presenters would like to thank English In
Action for allowing to carry out the research in
the selected schools. We are also very grateful to
our colleagues who helped us to collect data from
different areas. We would like to thank the school
administrations, teachers and students of the
schools who helped us to carry out this study in
the respective schools. Lastly special thanks for
BELTA and English in Action to arranging this
conference.