American Journal of Education and Learning

Volume 5, Number 1 (2020) pp 112-122 doi 10.20448/804.5.1.112.122 | Research Articles

 

English Language Teaching at Secondary Level in Bangladesh: An Unsuccessful Story

 Asim Kumar Barman 1, , 
1 Assistant Director, Planning and Development, Directorate of Secondary and Higher Education, Bangladesh.
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Abstract

The process of globalization has brought a radical change in the field of English Language Teaching (ELT). Bangladesh is no more far from that transformation and has introduced English Language Teaching based on Communicative Approach. But efforts in English Language Teaching (ELT) still fail to achieve the expected outcome, meaning that, students cannot make effective communication having the four language skills equally to meet the demand of time and motion going on throughout the globalized world. The current study has therefore been aimed to verify how far those claims of communicative textbooks are successful, why the learners still lack in communication in English, what the obstacles are and finally how to remove those barriers. This study has proposed a package of solutions comprises of Changing Marks Distribution, Building Infrastructure for English Classroom, Providing Extensive Training for English Teachers and Mandatory Use of English in ELT Classes which are implementable with available resources in Bangladesh. The present study becomes a significant one as a systematic step in this case. And it is greatly expected that the proposed solutions will result in expected outcome resolving the obstacles in terms of English Language Teaching based on Communicative Approach.

Keywords

English language teaching secondary education communicative approach Classroom settings Testing system Poor language performance Global demand Quality education.

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