An Evaluation of English Language Teaching in Bangladesh: A Case Study of Teaching Methods, Approaches and Classroom Environment at the Secondary Level in Rajshahi District

Abstract

This research attempts to study the present English language teaching situation in general at the secondary level in Bangladesh in the light of the developments in this field. In particular, it examines the methods of and approaches to teaching English at the secondary level in Bangladesh and the classroom environment at the secondary level in Rajshahi District. The present study also recommends some changes that will bring significant effects on teaching and learning of English in Bangladesh. Now it is important to point out what each chapter of the study deals with in a pedagogical way. Chapter one gives an overview of the importance of English in Bangladesh, historical background of English Language Teaching in our country and its gradual ups and downs and failure in the country as well. It also provides the recent developments in language teaching-learning theories and practices. The prevailing condition and the causes of failure of English Language Teaching at the secondary level in Bangladesh have also been discussed here. Objectives of the study have also been stated with some research questions in researcher’s mind to explore the developments in English language teaching and to evaluate the present English language teaching in general in Bangladesh in that light. Particularly to examine the methods of and approaches to teaching English in Bangladesh and to observe the classroom environments at the secondary level in Bangladesh are also the objectives for recommending suitable teaching methodology to be used to bring significant effects and changes on teaching and learning of English in Bangladesh. Justification (rationale), methodology and limitations of the study have been thoroughly explained and the literature of the relevant field has been reviewed properly. The chapter provides the guideline of the whole research. Chapter two presents the background and development of English language in Bangladesh. This chapter shows the pre and post colonial expansion of the use of English as an official language all over the world as well as in Bangladesh. Moreover, different schemes taken in different phases of time by Bangladesh government and the gradual progress of English language teaching and its present scenario have also been discussed to cover the scope of the study. Chapter three basically constructs the conceptual framework of the thesis. It starts with the definition of the terms- ‘Methods’ and ‘Approaches’ and explains theoretical concepts of classroom environment. A language teaching method is a set of procedures which teachers are to follow in the classroom. On the other hand, Approach refers to theories about the nature of language and language learning that serve as the source of practices and principles in language teaching. The chapter discusses a series of language teaching theories and shows that all methods represent a particular language teaching belief and put emphasis on a particular aspect of the central issue of language teaching and learning. In Foreign or second language teaching classroom environment and its proper management deserves ample attention and concentration for the success of the entire teaching learning process. The notion of classroom contains classroom interaction, classroom management, teacher-student relationship, students’ seating arrangements, teacher's position, ability of communication, eye contact, and so on. The chapter also advocates various principles for teachers to involve students in practices of language activities considering their needs and interest. Chapter four presents the methodology used for thorough investigation of the practical situations, experiences, liking, disliking, preferences, expectations, advantages and disadvantages of the teachers and students of Bangladesh about different aspects of language teaching. A proper and appropriate methodology always needs proper planning, designing, collecting, processing, analyzing and interpreting data that is very important for applying proper, suitable and effective methodology and for the validity and reliability of the empirical investigation. This chapter explains the sampling plan of the empirical analysis, the design and construction of the research instruments, the process of administration of the empirical investigation and the methods of processing and analyzing the collected data in detail. Chapter five provides the results and analysis of the empirical study. The results of the empirical survey undertaken to collect data on the students’ ability in four major language skills, the present teaching methods used at the secondary level for teaching English, the issues associated with current testing system, the current English teaching-learning practices and situations and the different aspects of English language teaching and learning at the secondary level in Bangladesh are presented here corresponding to the objectives of the study. The results are discussed and analysed here in detail. Chapter six evaluates teaching Methods and Approaches used at the Secondary Level and the classroom environment at the same Level in Bangladesh. The implementation of CLT methods in Bangladesh has not effectively resulted in the expected outcomes to achieve communicative competence in English. Various kinds of obstacles and problems like teacher-oriented problems, student-oriented problems, problems associated with the testing system, and CLT-oriented problems held up the proper application of CLT in Bangladesh and the expected results. This chapter tries to evaluate whether and how far the present teaching methods and approaches used at the secondary level in Bangladesh and the classroom environment associated with it provide and fulfill the objectives of acquiring communicative competence focused on four major language skills. Chapter seven concludes the dissertation with findings and recommendations of the research. It suggests necessary measures to consider those recommendations for ensuring better teaching and learning. The chapter also makes assumptions so that further research (es) can be conducted in the field.