M. Maksud Ali

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• PhD
• Lecturer in TESOL Education at University of Dundee

Although use of high-stakes tests is common across developing societies, very little is known about how these tests are designed, what principles and criteria guide test construction, and what factors influence this process. The present study investigates the development of the English Paper-1 test for the Higher Secondary Certificate examination i...

Although washback has been widely explored by applied linguists and education researchers, little attention has been paid to teacher agency in relation to it. It is critical to understand how language teachers navigate their pedagogy and respond to the broader curricular goals at a time when schools and teachers are being governed using examination...

The use of (test) performance data for governing school and teachers' work, defined as datafication, has emerged as a global trend in education. However, how this trend plays out in relation to English language education in the local context, particularly in developing societies, has not received notable attention. Taking Bangladesh secondary educa...

This article draws on a framework based on Bernstein’s three-message systems of schooling and Ball’s notion of policy cycle to examine how the human capital development goal incorporated into the Bangladesh secondary English curriculum has been translated into pedagogy and assessment practices. Data were collected from classroom observations and te...

While a growing body of literature has illustrated how neoliberal discourses of English and employment have come to shape English language teaching (ELT) textbooks in a globalized world, little is known about how the translation of these discourses into pedagogical practices is mediated by the social class structures in postcolonial societies. In t...

Globalisation has created a structural demand for developing nations to introduce English earlier and for everyone in their education systems. This mass introduction of the global language is rationalised as an investment in human capital development to strengthen national capacity for participation in the global economy. Focusing on the Bangladesh...

While Bourdieu’s conceptual resources, including his theorizing of field, capitals, and habitus, have been utilized by scholars in educational research, these theories remain under-used in English-language education (ELE) research, particularly in developing country contexts where ELE is being systematically oriented toward instrumentalist goals as...

This article examines English language teaching (ELT) policy, textbooks, and pedagogy in the neo‐nationalist era that followed 9/11 in Muslim‐majority Bangladesh. Informed by the Douglas Fir Group's transdisciplinary framework of second language learning, the examination substantiates the ideologies of economization , de‐Islamization and awamizatio...

The original version of Chapter 6 was inadvertently published with the introduced error ‘sss’ in the Abstract. The chapter has been updated.

The discourse of English Language Teaching (ELT) development aid for the Global South has undergone significant changes since its introduction in the post-WWII period. Specifically, in the contemporary context of globalisation, both the aim and operation of ELT aid exhibit the influence of neoliberalism. This article examines policy documents about...

Economisation or the alignment between education policy/practices and employment has emerged as a dominant trend in education in the globalised world. This employment orientation in education has come to shape English language teaching (ELT) policies and curricula in developing societies, emphasising the need for preparing students as skilled human...

The relationship between language planning and education is described by terms such as language in education planning (LEP), which is a subtype of language policy and planning (LPP). Although LEP is limited in scope because of its association with education only, it has attained special significance because the broader societal language policies ar...

There is an old saying in Bengali that লেখা পড়া করে যে গাড়ি ঘোড়া চড়ে সে (The person who reads and writes meaning those who are educated gets to ride a car and mount a horse). Ownership of ‘Horses’ and ‘cars’ is a metaphor for material benefits accruable through education. In other words, the above saying that gained currency during the British...

Although a growing body of literature around the political economy of English language teaching (ELT) has indicated an instrumentalist shift towards human capital development in language education policy in the context of neoliberal globalisation, little research has been carried out to examine how education is aligned with job market requirements...

This chapter provides a nuanced analysis of how neoliberalism has come to shape the English Language Teaching (ELT) policy field in Bangladesh. Employing a qualitative approach, and drawing on document analysis, we traced neoliberal influences in the field since the 1990s. Our analysis reveals an ideological shift towards linguistic instrumentalism...

This chapter provides an overview of the policy and planning of Arabic as an instance of early language learning in the religious stream of education (known as madrasa) in Bangladesh. Drawing on historical and ecological perspectives, we first contextualise the policy and practice of Arabic in the madrasa sector. We then utilise a language-in-educa...

Although lexical borrowing from the English language into Bangla has been reported in the literature, not many studies have investigated the nature and the extent to which this borrowing has taken place in relation to Bangla short stories. This study examined five Bangla short stories, which were selected based on purposive sampling. Our analysis o...

English language education (ELE) in Bangladesh went through significant policy reforms towards the end of the twentieth century. A landmark policy change was the shift from traditional grammar-based language education to communicative language teaching (CLT), corresponding to a shift from academic to job-market orientation of curricular goals. The...

http://international-assessments.org/high-stakes-tests-as-gatekeepers-interrogating-test-architecture-in-bangladesh/

This article reports on a study that was carried out to explore the factors that contribute to a negative washback effect on English language teaching (ELT) in secondary schools in Bangladesh. Twelve secondary school teachers were interviewed to understand their perspectives on which factors influenced their pedagogical choices. The interview data...

This paper focuses on different concepts of literacy and their implications for TESOL (Teaching English to Speakers of Other Languages). Taking a critical perspective, the study examines the traditional concept of literacy and illuminates how a narrow approach to literacy may lead to a conflict between national policy text and the actual pedagogic...

This paper reports on a study that aimed at identifying the factors that affect the switching of linguistic codes by the British-Bangladeshi bilinguals living in London and Manchester, UK. Taking an ethnographic approach, four British-Bangladeshi bilinguals were observed as well as interviewed to examine how and why these bilinguals switch codes wi...

Technology, as everybody will agree, is increasingly getting involved in language education. In teaching English as an International Language (EIL), as a matter of fact, there is an apparent need for integrating technology into English Language Teaching (ELT) education. This need has eventually brought about a new scope for ELT in the form of a new...

Although tense and aspect occupy a major part in the language teaching materials, many EFL (English as a Foreign Language) learners continue making mistakes in those areas even when they are in advanced level studies. Tense alone cannot distinguish between expressions, especially when the expressions are in the same tense. Therefore, understanding...

The study of errors and feedback is one of the major issues in Second Language Acquisition (SLA) research. The research in this area is so important because it gives the English language teaching (ELT) practitioners an opportunity to have an insight in understanding the nature of learners’ errors and in giving feedback to learners. Following quanti...

Evaluation of English Language Teaching (ELT) materials is an inevitable factor if the materials are aimed at assisting in the effective implementation of a language program. Blindly choosing or adopting, or even randomly designing a textbook, and then using it for a language program may not fulfil learners’ linguistic, functional and communicative...

This paper focuses on the relationship between a language and its culture and will critically examine arguments for the incorporation of the target culture in TESOL teaching and learning together with teaching materials. The aim of the model suggested here is to enable the learners to develop an intercultural understanding of the target language wh...

Hamid & Baldauf's (2008) labelling of the term ‘bogged down’ within the Bangladeshi ELT context and their prediction about the outcome of the English Language Teaching Improvement Project (ELTIP) appear to be true. While Hamid & Baldauf (2008) endeavour to present the poor ELT reality of rural Bangladesh, the current paper aims to explore the probl...

ELT curriculum design has seen several transformations overtime, especially with the changing views on the educational ideologies and philosophies in the western world. As far as teaching English in an English as a Second/Foreign language (ESL/EFL) context is concerned, it is often suggested that the ESL or the EFL education should be acculturalize...