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Speaking in ELT Pedagogy in the Context of Bangladesh: An Overview of Problems and Recommendations
Abstract
In this paper, I have endeavoured to review some issues and strategies encompassed within the speaking pedagogy in ELT and consider their application in the context of classroom teaching of speaking skill in Bangladesh, where some pitfalls are frequently encountered such as learner’s shyness to speak in English, his ineluctable mental habit of thinking in Bangla and translating them in English, insufficiency of need-based English courses, a felt absence of an enhancing environment for the promotion of this particular skill both inside and outside the classroom. Keeping these issues in perspective, the theoretical review is followed by an analysis of the prevalent scenario in Bangladesh, some problems inherent in the psychological and institutional dimensions that make the implementation of the skill difficult. The essay is concluded with contemplation on some new points of departure from the already established practices of the day with some suggestion for new measures that hopefully will impart to the teaching of the speaking skill far greater scope and success.
... Several reasons are responsible for being a passive teacher in our country. Firstly, teachers of Bangladesh are products of GTM and lack competency on CLT (Huq, 2014). As the teachers of Bangladesh do not have enough training facility, it is difficult to show competency on CLT in the classroom (Begum & Islam, 2017). ...
... Otherwise, teachers are often unable to conduct class by following the CLT approach due to time limitation, a large number of students and lack of technological support (Begum & Islam, 2017). Additionally, Huq (2014) feels that students of Bangladesh are shy and unconfident in English language classes which demand a teacher-centered classroom. As a consequence, STT is less than TTT in the English language classes of Bangladesh (Huq, 2014). ...
... Additionally, Huq (2014) feels that students of Bangladesh are shy and unconfident in English language classes which demand a teacher-centered classroom. As a consequence, STT is less than TTT in the English language classes of Bangladesh (Huq, 2014). Chowdhury & Farooqui (2011) state that many teachers still teach by following the traditional language teaching method and students are rarely asked to be involved in communicative activities, and they also say that "it is interesting to note that their actions manifested nothing more than a faint allusion to their training" (Chowdhury & Farooqui, 2011, p.157). ...
... Several reasons are responsible for being a passive teacher in our country. Firstly, teachers of Bangladesh are products of GTM and lack competency on CLT (Huq, 2014). As the teachers of Bangladesh do not have enough training facility, it is difficult to show competency on CLT in the classroom (Begum & Islam, 2017). ...
... Otherwise, teachers are often unable to conduct class by following the CLT approach due to time limitation, a large number of students and lack of technological support (Begum & Islam, 2017). Additionally, Huq (2014) feels that students of Bangladesh are shy and unconfident in English language classes which demand a teacher-centered classroom. As a consequence, STT is less than TTT in the English language classes of Bangladesh (Huq, 2014). ...
... Additionally, Huq (2014) feels that students of Bangladesh are shy and unconfident in English language classes which demand a teacher-centered classroom. As a consequence, STT is less than TTT in the English language classes of Bangladesh (Huq, 2014). Chowdhury & Farooqui (2011) state that many teachers still teach by following the traditional language teaching method and students are rarely asked to be involved in communicative activities, and they also say that "it is interesting to note that their actions manifested nothing more than a faint allusion to their training" (Chowdhury & Farooqui, 2011, p.157). ...
In this age of globalization, English language has become the most prominent medium of expressing ideas, feelings and views to international community. Unlike other countries, English language is considered as the sign of intellectuality and proficiency in the job market of Bangladesh. Considering the fact, the government of Bangladesh has designed English for Today (EfT) textbooks by following the communicative language teaching approach for the students of Bangladesh from primary to higher secondary level. However, teaching EfT textbooks in rural areas of Bangladesh does not match with the teaching of urban areas. This study was designed to explore the challenges of implementing EfT textbooks in secondary schools of rural area. Three schools were chosen from three different upazilas of Sherpur district. It was a qualitative research and the data were collected through class observations, interviews with teachers and Focus Group Discussions (FGDs) with students where 30 students of class IX and 3 teachers took part. The result suggests that implementing EfT textbooks is challenging in rural area for several reasons such as lack of proficient English language teachers, class size, lack of motivation, insufficient technological facility and some difficult contents of EfT textbook. Additionally, the study presents the view of teachers as well as students' regarding the EfT textbook. Finally, the study concludes with few suggestions regarding the EfT textbook and usage of it in the rural area which may be helpful for the policy makers to reduce the challenges.
... Several reasons are responsible for being a passive teacher in our country. Firstly, teachers of Bangladesh are products of GTM and lack competency on CLT (Huq, 2014). As the teachers of Bangladesh do not have enough training facility, it is difficult to show competency on CLT in the classroom (Begum & Islam, 2017). ...
... Additionally, Huq (2014) feels that students of Bangladesh are shy and unconfident in English language classes which demand a teacher-centered classroom. As a consequence, STT is less than TTT in the English language classes of Bangladesh (Huq, 2014). Chowdhury & Farooqui (2011) state that many teachers still teach by following the traditional language teaching method and students are rarely asked to be involved in communicative activities, and they also say that "it is interesting to note that their actions manifested nothing more than a faint allusion to their training" (Chowdhury & Farooqui, 2011, p.157). ...
... This program aims to develop the abilities of teachers to improve the classroom practice as well as CPD (Continuous Professional Development) of the teachers. Moreover, Huq (2014) believes that students of ELT should imply their academic knowledge in real teaching rather saving it in the storage of education. So, the usage of correct methodology will have a more positive influence on students" attitude which will lead to acquire a language like English. ...
... Several reasons are responsible for being a passive teacher in our country. Firstly, teachers of Bangladesh are products of GTM and lack competency on CLT (Huq, 2014). As the teachers of Bangladesh do not have enough training facility, it is difficult to show competency on CLT in the classroom (Begum & Islam, 2017). ...
... Additionally, Huq (2014) feels that students of Bangladesh are shy and unconfident in English language classes which demand a teacher-centered classroom. As a consequence, STT is less than TTT in the English language classes of Bangladesh (Huq, 2014). Chowdhury & Farooqui (2011) state that many teachers still teach by following the traditional language teaching method and students are rarely asked to be involved in communicative activities, and they also say that "it is interesting to note that their actions manifested nothing more than a faint allusion to their training" (Chowdhury & Farooqui, 2011, p.157). ...
... This program aims to develop the abilities of teachers to improve the classroom practice as well as CPD (Continuous Professional Development) of the teachers. Moreover, Huq (2014) believes that students of ELT should imply their academic knowledge in real teaching rather saving it in the storage of education. So, the usage of correct methodology will have a more positive influence on students" attitude which will lead to acquire a language like English. ...
... Bangladesh is a small country with a large population. A good number of Bangladeshi ELT researchers, for example (Abedin, 2013;Hamid, 2010;Huq, 2014;Rahman& Karim, 2015) identified different contextual factors impacting CLT implementation in Bangladesh. Large class size, insufficiently trained teachers on CLT, limited teaching resources, pressure to complete syllabus, challenging educational environments, and difficulties with engaging learners are some significant factors to mention. ...
This paper attempts a study of the present state of teaching and learning English language in the secondary schools of Bangladesh. It offers an analysis of the current English curriculum provided by NCTB, and the grade 9 and 10 textbook. The main obstacles to implementing Communicative Language Teaching (CLT), role of materials, and the impact of the traditional approach are the key findings analysed. In order to deeper understand the potential discrepancies between the current practice of the existing approach (CLT) and the classroom practice in evidence, a qualitative study was adopted, including teacher interviews and classroom observation. The study found that contextual factors like classroom size, insufficient educational aids, inadequate time for classroom conduct, insufficient teacher training on CLT, and the misalignment of curriculum objectives and testing are key challenges for CLT implementation. It is also found that a gap exists between the formal classroom practice which is mostly examination oriented and and the language learning for practical use in real life contexts. Additionally, teachers' reliance on the reference book (Model Question Book) impacts implementing CLT in classroom practice, since it impedes communicative activities. However, the textbook is well-designed for achieving the objectives of CLT. This study recommends that authentic activities should be conducted more frequently in class, as this might assist students in improving the communicative competence required in real-life contexts. This study also suggests effective alignment of the curriculum objectives and testing, i.e. introduction of listening and speaking tests in the assessment process.
This study aims to explore the treatment of pronunciation in English language teaching and presents the position of pronunciation teaching at the tertiary level in Bangladesh. Many English language learners in Bangladesh have pronunciation problems both from production and perception perspectives. This research is mainly significant because it focuses on the key factors of effective pronunciation teaching implementation in the Bangladeshi context. Moreover, it explores the practical implications of learners’ pronunciation development. This research includes a combination of both qualitative and quantitative data and research procedures. It represents data collected from a total of 111 students and 20 teachers at five private universities in Bangladesh through a questionnaire, interview and focus group discussion. The results of this study show key elements for the upgrading of pronunciation education and recommend effective techniques of teaching and learning for improving knowledge of pronunciation. It reveals that English pronunciation classrooms should not only emphasize theoretical knowledge but also encourage learners to practice more for practical skills and suggests possible pedagogical implications for teachers, researchers and policymakers. Finally, this study emphasizes on effective approaches and techniques based on Bangladeshi learners’ requirements.
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