RESEARCH
ON
Bangladesh's current English language teaching: Constraints, Consequences,
and Repercussions
Course title: Dissertation
Code: ENG 516
Submitted to
Mohammad Khaled Bin Chowdhury
Chairman, Department of English
BGC Trust University Bangladesh
Submitted by
Muhammad Yasin Uddin
Semester: 2nd
Internal ID: 220912019
MA in English Language and Literature
Title:
Bangladesh's current English language teaching: Constraints, Consequences, and
Repercussions
Abstract:
English language teaching is very important in Bangladesh because it helps with economic growth and
creating a skilled workforce. This article looks at some of the issues that come up when teaching
English in Bangladesh. It talks about the status of English in the country, how it is taught in schools,
the challenges teachers face, how students are tested, and how teachers can improve their skills. The
article offers suggestions for policymakers, curriculum developers, and people who make tests, to
help improve English language teaching in Bangladesh.
Introduction
Bangladesh has been identified as a lower middle-income country in a 2016 World Bank report due to its
consistent growth over the past decade. To maintain this growth and develop skilled workforces that are
globally competitive, English has become a crucial factor. Thus, improving English language teaching and
learning has become a top priority. However, despite various measures taken to standardize English
language teaching in recent years, the outcomes have been disappointing.
The problems that hinder English language teaching in Bangladesh include politically motivated
decisions to lower the status and use of English since independence, inconsistent language policies in
education, ineffective implementation of communicative language teaching, and inadequate teacher
professional development. These issues prevent ELT from meeting national expectations in Bangladesh.
This article critically analyzes the historical, political, and social conditions of English in Bangladesh,
including the existing status of English language education in national education policies, factors
affecting the implementation of communicative language teaching curriculum, method, and materials,
the validity of reformed high-stakes assessment in Bangladesh, and the deficiencies of existing teacher
development programs in language teachers’ capacity building.
To address these challenges, policymakers, curriculum developers, and public exam setters must work
together to improve the situation of ELT in the country. They should prioritize improving English
language teaching by focusing on teacher training programs and developing high-quality materials and
assessment systems that align with the communicative language teaching approach. Additionally,
language policies must be standardized to ensure that English is given the importance it deserves in
education.
Improving English language teaching in Bangladesh is crucial for economic growth and developing a
skilled workforce that is competitive globally. However, it is necessary to address the challenges that
hinder ELT from meeting national expectations. By prioritizing teacher training programs, developing
high-quality materials and assessment systems, and standardizing language policies, policymakers,
curriculum developers, and public exam setters can work together to improve the situation of ELT in
Bangladesh.
Methodology
The purpose of this research is to investigate the key problems associated with English language
education in Bangladesh. The study aims to explore the challenges and issues that students, teachers,
and policymakers face in implementing effective English language teaching and learning in the country.
The research will employ a mixed-methods approach to gather both quantitative and qualitative data.
Research Questions:
What are the key problems associated with English language education in Bangladesh?
What are the factors that contribute to these problems?
How can these problems be addressed and improved in the context of Bangladesh?
Research Design:
The study will employ a mixed-methods research design that includes both quantitative and qualitative
data collection methods.
Sampling Technique:
The sample population will consist of English language teachers, students, and policymakers from
different regions of Bangladesh. The sampling technique will be purposive and stratified, with
participants selected based on their location, gender, and academic qualifications.
Data Collection Methods:
Surveys: A structured questionnaire will be developed and distributed to a sample of English language
teachers, students, and policymakers. The survey will include both closed-ended and open-ended
questions to gather both quantitative and qualitative data.
The socio-historical and political context of English in Bangladesh
Bangladesh is a small, densely populated country in South Asia with a population of 160 million, where
98% of people are Bengali and the national language is Bangla. The country's predominantly
monolingual identity is emphasized in nationalist discourses, and Bangla has survived major linguistic
threats to become an important part of the nation's identity-building process.
The survival of Bangla as a symbol of solidarity and national identity can be traced back to the language
movement of 1952, when the Pakistani rulers attempted to impose Urdu as the sole state language of
Pakistan. This move was opposed by East Pakistanis, who were the majority among the population, and
a series of protests led to a brutal crackdown by the police on February 21, 1952. The language
movement became a new identity for Bangalees and introduced a tremendous sense of nationalism that
kept the nation united in the liberation war of 1971.
English has also played a significant role in Bangladesh's linguistic reality, with its integration into
academic curricula having roots in the country's colonial past. English was first introduced to the Indian
sub-continent through British colonialism, and during the British rule, it was used in political discourses
and as the lingua franca for communication with the elites of the region. After the British left in 1947,
English continued to be widely used as a recognized state language during the Pakistani regime, with the
status of a second language.
After Bangladesh gained independence in 1971, the policy of 'one state one language' was adopted,
with Bangla becoming the state language. The constitution of the People's Republic of Bangladesh,
adopted in 1972, accepted Bangla as the state language through article 3. Although the policy was
widely hailed politically, it narrowed the use of English in official, social, and educational spectrums of
Bangladesh and elevated Bangla to a disproportionately higher level. This resulted in a severe lack of
English proficiency among the people in general.
Despite the conflict between English and Bangla languages in the state policy of post-independence
Bangladesh, a significant knowledge of English has never lost its relevance because of its gatekeeping
power to global education, career opportunities, and international exchanges. However, promoting one
language was believed to demote the other, and the adoption of a constitutional act that narrowed the
use of English in Bangladesh came at its expense.
In conclusion, reflecting on the historical background of languages in Bangladesh reveals the complex
linguistic reality of the country. Bangla has become an essential component of the nation's identitybuilding process, while English continues to be relevant for global education and career opportunities.
The conflict between the two languages has resulted in a severe lack of English proficiency among the
people, which needs to be addressed to ensure access to global opportunities.
Access and equity in English education policy
After gaining independence in 1971, Bangladesh declared Bangla as its national language in the
constitution of 1972. The language was given priority over English in all aspects of society, particularly in
education. However, this policy resulted in a decline in English proficiency among learners, and English
was reduced to a foreign language. Furthermore, the inconsistent language policy and planning led to a
lack of quality in English language teaching. The lack of a clear and planned language policy in
Bangladesh has created a gap between policy and language practice.
In the mid-1990s, a communicative language teaching (CLT)-based curriculum reform was implemented
in Bangladesh to replace the traditional grammar-translation method (GTM)-based language teaching.
This reform was aimed at emphasizing the significance of English proficiency for the people of
Bangladesh. However, the English education policy reform lacked clear planning and preparation. The
implementation of CLT, testing and assessment, and teacher education are among the issues related to
policy and planning that need to be addressed.
Two core elements of language in education policy in Bangladesh are language access policy and
resourcing policy. These policies are interconnected and have contributed to the adaptation of language
policy in Bangladesh. Language access policy refers to the provision of equal access to education for all
learners, regardless of their language backgrounds. Resourcing policy, on the other hand, refers to the
allocation of resources, such as funding, to support language education.
The implementation of language access policy in Bangladesh has been hindered by various factors,
including the lack of resources, inadequate infrastructure, and insufficient teacher training.
Furthermore, the implementation of the policy has been limited to the primary level, leaving secondary
and tertiary education without adequate provisions for learners with different language backgrounds.
In terms of resourcing policy, the allocation of funding for language education in Bangladesh has been
insufficient. The lack of funding has resulted in inadequate provision of teaching materials, insufficient
training for teachers, and limited opportunities for language learning. As a result, learners in Bangladesh
face difficulties in developing their language skills, particularly in English.
To address the issues related to language in education policy in Bangladesh, a comprehensive policy
framework is needed. The framework should include clear planning and preparation for policy
implementation, adequate funding for language education, and training for teachers to support
language learning. Additionally, the policy should be implemented at all levels of education to ensure
that all learners have equal access to education, regardless of their language backgrounds.
In conclusion, the language policy in Bangladesh has undergone various changes since the country
gained independence in 1971. The emphasis on Bangla as the national language has resulted in a decline
in English proficiency among learners, and the lack of a clear and planned language policy has created a
gap between policy and language practice. To address these issues, a comprehensive language policy
framework that includes clear planning and preparation, adequate funding, and teacher training is
needed. The policy should also be implemented at all levels of education to ensure equal access to
education for all learners.
Policy on English access and resources
Kaplan and Baldauf (2003) identified two key aspects of language in education policy: access policy and
resourcing policy. Access policy concerns who will learn what language and when, while resourcing
policy refers to the financing of language education. Currently, English is taught from grade 1 to learners
as young as six years old. However, the quality of English language teaching in Bangladesh is poor and
unequal across the country, with a shortage of qualified English teachers and inadequate resources in
most primary schools (Hamid & Erling, 2016; Haq, 2004). This lack of access to English has created social
inequity, with urban students attending English medium schools and receiving a higher level of
proficiency compared to their Bangla medium counterparts (Hamid & Baldauf, 2011; Mousumi &
Kusakabe, 2017).
Despite the positive benefits of learning English, such as increased economic opportunities and access to
global information, the unequal distribution of English language education in Bangladesh exacerbates
existing social disparities. English medium schools, which prioritize English language instruction and use
minimal Bangla, further contribute to this inequality (Hamid, Sussex, & Khan, 2009; Hamid, 2016). As a
result, the rural population faces greater challenges in accessing English language education, which in
turn limits their opportunities for social and economic mobility.
To address these issues, there needs to be a more equitable language access policy that ensures all
citizens have equal access to English language education. This includes providing adequate resources to
primary schools and addressing the shortage of qualified English teachers across the country.
Additionally, English medium schools should be encouraged to incorporate more Bangla into their
curriculum to promote bilingualism and cultural diversity.
Resourcing policy also plays a crucial role in the implementation of language in education policy.
Adequate funding and resources are necessary to provide quality language education and training for
teachers. However, the resourcing policy in Bangladesh has been inconsistent, with limited funding for
language education and teacher training programs (Rahman & Pandian, 2018a, 2018b). As a result,
language education programs have not been effectively implemented, and the quality of language
instruction remains poor.
To address these issues, the government of Bangladesh must prioritize the allocation of adequate
resources for language education programs, including teacher training and development. Additionally,
partnerships with international organizations and foreign governments could provide additional funding
and resources for language education programs in Bangladesh. With adequate resources and funding,
language education programs can be more effectively implemented, leading to improved language
proficiency and greater opportunities for social and economic mobility for all citizens.
In conclusion, language access policy and resourcing policy are critical factors in implementing language
in education policy in Bangladesh. To ensure equitable access to English language education, the
government of Bangladesh must prioritize providing adequate resources to primary schools and
addressing the shortage of qualified English teachers across the country. Additionally, partnerships with
international organizations and foreign governments could provide additional funding and resources for
language education programs. With these efforts, language education programs can be more effectively
implemented, leading to improved language proficiency and greater opportunities for social and
economic mobility for all citizens.
Factors Influencing English Language Policy Adoption
The initiation and management of access policy and language resourcing policy in Bangladesh lacks
specific focus. Policymakers often promote the benefits of English language learning for globalisation
and economic advancement, and argue that early language learning is more effective. However, the
relationship between English language competence and economic development is not always
straightforward and providing sufficient resources for English language education from an early age can
be challenging for a developing country like Bangladesh. In addition, research in the field of Second
Language Acquisition (SLA) does not support the notion that early language learners are substantially
advantaged over late starters. Therefore, many English education researchers in Bangladesh question
the early introduction of English language in education policy.
The adoption of early English language education policies in Bangladesh is driven by external interests
rather than the country's needs. Donors and non-government organisations often prescribe such
policies without considering the local context, aggravating the provision of scarce educational resources.
These policies are forced on the country by external stakeholders, who treat English language teaching
as a product, rather than addressing the specific educational needs of the country. The English language
policy and planning in Bangladesh are heavily influenced by supra-national and sub-national actors, such
as international donor agencies and NGOs. While language teaching and teacher development
programmes can contribute to the holistic development and social justice of the country, thoughtful
initiatives that consider the unique relationship between developing aid and English language policy and
planning in Bangladesh are required.
Overall, the policymakers' reasoning behind access policy and language resourcing policy in Bangladesh
is not well-founded, and the adoption of early English language education policies does not necessarily
contribute to economic development or better educational outcomes. Policymakers should consider the
local context and the actual educational needs of the country, rather than implementing policies that
are prescribed by external actors. The provision of sufficient resources for language education should be
a priority for policymakers to ensure equal access to English language education for all citizens,
regardless of their location and socio-economic background. Thoughtful initiatives can contribute to the
holistic development and social justice of the country, while also promoting the benefits of English
language education.
Curriculum, method, and textbook for CLT implementation
The Ministry of Education (MoE) made the decision to reform the English language curriculum,
methodology, textbooks, and assessment system by replacing traditional GTM with CLT. The English
Language Teaching Improvement Program (ELTIP), with support from MoE and the British Council, was
responsible for implementing this reform. However, despite its initial promise, CLT has not been fully
implemented as intended in the curriculum. There are various issues associated with CLT
implementation, including those related to teachers and teaching practices, which are frequently
reported in the literature. These problems have been discussed in studies by Ali & Walker (2014),
Chowdhury & Kabir (2014), Hamid & Baldauf (2008), Rahman & Pandian (2018a, 2018b), and Rahman,
Pandian, & Kaur (2018a).
Fullan's (2007) model of curricular innovation suggests that there are several factors that influence how
teachers implement the curriculum. This section focuses on three factors related to the characteristics
of the curriculum innovation itself. These factors are: (a) the unmet needs of teachers that may not have
been considered, (b) a lack of clarity and complexity in the curriculum, and (c) the quality and usefulness
of the textbooks and other materials provided for teaching.
The curriculum development and implementation process in Bangladesh follows a top-down approach,
which does not allow teachers to provide input on their views. The teachers are experienced in the
Grammar-Translation Method (GTM) but were expected to adopt the Communicative Language
Teaching (CLT) method without considering their needs. The teachers' requirements for effective CLT
implementation include qualification and training, teaching methods and strategies, managing large
class sizes, availability of effective teaching materials, and professional development. Policymakers have
ignored the reality of the classroom, and there is a communication gap between policymakers and
implementers.
Kirkwood and Rae (2011) and Kirkwood (2013) conducted studies on the English in Action (EIA) program,
a nationwide initiative to improve English language teaching (ELT) in primary and secondary schools in
Bangladesh. However, they did not provide information about the study population and the sites where
data was collected. As a result, it is difficult to determine if the sample of teachers was representative
and provided a clear understanding of their needs. Fullan's (2007) curricular innovation model suggests
that a top-down approach to curriculum development can create confusion and complexity. Das et al.
(2014) found that English teachers and head teachers lacked a clear understanding of the
communicative language teaching (CLT) curriculum, which resulted in mixed opinions about its
implementation. Similarly, Rahman, Singh, and Pandian (2018c) found that teachers had different beliefs
and practices related to CLT. The National Curriculum and Textbook Board (NCTB) did not adequately
prepare teachers for the implementation of the CLT curriculum, which led to difficulties in adapting to
the new teaching method. The teacher-centred approach, which is dominant in Bangladesh's pedagogic
practice, makes it difficult to implement CLT, which requires a communicative classroom environment.
However, Shrestha (2013) found that teachers have become more aware of their roles in the
communicative classroom, suggesting some improvement in the situation. As there are only a few
empirical studies available, further research is necessary to understand teachers' comprehension of the
curriculum and identify potential areas for improvement.
Over the years, the textbooks used for English language learning in Bangladesh have been revised
multiple times to meet the communicative needs of students at each level. The concept of
Communicative English is employed to refer to the communicative competence necessary for effective
communication with others primarily through speaking and listening. In order to ensure students'
communicative competence in English, it is essential to be able to speak accurate, appropriate, and
effective English. Adhikari (2011) suggests that teachers should provide students with ample
opportunities to relate syntax and morphology to semantics and pragmatics through interactive
activities during speaking instruction.
Developing instructional materials for teaching speaking in the classroom requires consideration of
internal factors such as the use of the native language, age, exposure, innate phonetic ability, identity
and language ego, and motivation. At the same time, external factors such as the EFL context should
also be taken into account (Brown, 2001, p. 118).
However, Kirkwood (2013) found that the English for Today textbook is lacking in speaking and listening
activities. In addition, Ali (2014) reported that there is a mismatch between the national English
curriculum and the internal organization of the textbook. The content of the textbook also lacks
authenticity and communicative aspects, according to Ali (2014).
Kirkwood and Rae (2011) discovered that primary and secondary English textbooks in Bangladesh
emphasize grammatical and vocabulary selections over communicative activities. In a previous study,
Chowdhury and Le Ha (2008) found that the learning materials are not contextualized and instead are
borrowed from abroad. Nonetheless, Rahman, Pandian, and Kaur's (2018a) content analysis discovered
that the new book incorporates more communicative activities and that the lessons are more
contextualized and authentic.
Despite these findings, further research is needed to evaluate the development and implementation of
the English for Today textbook. Only a few studies have evaluated the CLT textbooks used at various
levels in Bangladesh, and these studies have not thoroughly investigated the effectiveness of these
textbooks. Empirical evidence gathered from teachers and students is required to validate these findings
and evaluate the effectiveness of the new textbook.
In conclusion, it is crucial to revise English language textbooks in Bangladesh regularly to ensure that
they are relevant and effective for students. Communicative English is essential for effective
communication, and therefore, instructional materials should incorporate interactive activities during
teaching speaking. However, it is also essential to consider internal and external factors while
developing instructional materials for language learning. While there have been efforts to incorporate
more communicative activities in the new English for Today textbook, further research is needed to
validate these findings and evaluate the effectiveness of these textbooks.
Assessment reform implementation
The quality of assessment and testing is a crucial factor in determining the success of language policy
and curriculum implementation, according to Das et al. (2014). Quader (2001) reports that the
implementation of the new communicative language teaching (CLT) assessment approach is facing
resistance from various stakeholders, including teachers. However, there have been few empirical
studies that have investigated the issues related to CLT assessment and testing in depth (Ali et al., 2018).
In Bangladesh, inappropriate assessment methods have been identified as a contributing factor to the
failure of English language teaching, learning, and curriculum implementation (Khan, 2010; Rahman et
al., 2018a, b, c). It is therefore essential to develop appropriate and effective assessment methods that
align with the CLT approach and take into account the specific needs and challenges of the Bangladesh
context.
One potential issue with the current assessment methods is that they tend to focus primarily on testing
grammatical and vocabulary knowledge rather than communicative competence. This is reflected in the
predominance of grammar and vocabulary-based questions in national examinations and tests (Das et
al., 2014). This approach is not aligned with the CLT approach, which emphasizes the importance of
developing communicative competence through meaningful interaction and language use in real-life
contexts.
Another challenge related to assessment in the context of Bangladesh is the lack of qualified and trained
assessors. In many cases, assessment is carried out by teachers who may not have the necessary skills
and expertise to accurately assess students' language abilities (Rahman et al., 2018a). This can lead to
inaccurate and unreliable assessments, which may not provide an accurate reflection of students' actual
language proficiency.
Additionally, the lack of standardization in assessment procedures and criteria can lead to inconsistency
and subjectivity in grading and evaluation. This can create confusion and uncertainty among students
and teachers and can make it difficult to compare and evaluate students' performance across different
contexts and institutions (Khan, 2010).
To address these challenges, there is a need for the development of appropriate and effective
assessment methods that are aligned with the CLT approach and take into account the specific needs
and challenges of the Bangladesh context. This may involve the development of new assessment tools
and procedures, as well as the training and professional development of teachers and assessors to
ensure that they have the necessary skills and expertise to accurately assess students' language abilities.
In conclusion, assessment and testing are crucial components of language policy and curriculum
implementation. In the context of Bangladesh, there are several challenges related to the assessment
and testing of English language proficiency, including a focus on grammar and vocabulary-based testing,
a lack of qualified and trained assessors, and a lack of standardization in assessment procedures and
criteria. Addressing these challenges will require the development of appropriate and effective
assessment methods that are aligned with the CLT approach and take into account the specific needs
and challenges of the Bangladesh context.
In the current nationwide language testing for public exams, the exclusion of speaking and listening skills
is a critical issue, as highlighted by several researchers (Al Amin & Greenwood, 2018a, 2018b; Sultana,
2018). This conservative approach to test setting results in a reduction of the curriculum, indicating that
the assessment is not aligned with the national curriculum and language policy. Reports suggest that
teachers are pressured to teach only areas of the curriculum that are frequently tested, ignoring other
essential skills (Choudhury, 2010; Maniruzzaman & Hoque, 2010).
According to Ali et al. (2018), the current tests do not align with the objectives of the national English
curricula and language education policy, which aim to develop students' communicative competence.
The test setters are compelled to incorporate the policymakers' instructions, indicating a lack of validity
in the assessment methods. The existing gap between what is intended to be taught and what is
measured is a major concern (Das et al., 2014, p. 330), calling for further evaluation of the contents
being tested in high-stakes public examinations and how these tests are developed (Ali et al., 2018;
Sultana, 2018).
It is essential to align the assessment methods with the national curriculum and language policy to
ensure that students' skills are accurately measured. However, the exclusion of speaking and listening
skills from the high-stakes tests indicates a lack of focus on communicative competence, which is a vital
aspect of language learning. The pressure on teachers to focus on tested areas and the inadequate
assessment methods further worsen the situation.
Several studies have reported these issues and called for further investigation into the development and
implementation of the tests to ensure that they align with the national curriculum and language policy.
The exclusion of essential skills and the reduction of the curriculum indicate a lack of validity in the
assessment methods, which can be addressed by including a broader range of skills in the tests and
ensuring that the curriculum is fully covered.
It is essential to evaluate the current testing methods and make changes to align them with the
objectives of the national curriculum and language policy. By doing so, students' communicative
competence can be accurately measured, and teachers can be relieved of the pressure to focus only on
tested areas. Furthermore, the inclusion of a broader range of skills in the tests will ensure that students
are well-prepared for real-life communication situations.
In conclusion, the exclusion of speaking and listening skills from high-stakes public examinations is a
critical issue that needs to be addressed to ensure that the assessment methods align with the national
curriculum and language policy. Further research is required to evaluate the contents being tested and
the development of these tests to improve the validity of the assessment methods. By aligning the
testing methods with the national objectives, students' communicative competence can be accurately
measured, and the pressure on teachers can be reduced.
High-stakes assessment has a significant impact on English language teaching in Bangladesh, particularly
in terms of the washback effects that it creates. These effects are noted in the preparation of students
and teachers for the English examinations, which focus on achieving higher grades rather than genuine
language learning and development (Sultana, 2018). As a result, students tend to memorize course
content without necessarily understanding it, and may resort to shadow education, which is often
outside of the official system and can be of questionable quality (Hamid et al., 2009).
One of the reasons for this is that the centralised exams do not assess the two crucial language skills of
listening and speaking (Al Amin & Greenwood, 2018a, 2018b; Sultana, 2018). This creates a conservative
attitude towards testing and reduces the curriculum, which is not congruent with the national language
policy or the English language education policy that aims to develop students’ communicative
competence (Ali et al., 2018). In addition, test setters are under pressure to incorporate the instructions
of policymakers, which can result in tests that lack validity because there is a gap between what is
intended to be taught and what is actually being measured (Das et al., 2014). Therefore, further studies
are needed to evaluate the content that is being tested in high-stakes exams and how these tests are
developed (Ali et al., 2018; Sultana, 2018).
The washback effect of assessment also impacts classroom practices carried out by teachers and
learners. Because the exams do not assess listening and speaking, teachers and students may be
unwilling to practice these skills in the classroom (Rahman & Pandian, 2018a, 2018b). This creates a
discrepancy between what is being taught and what is being tested, which can lead to frustration and a
lack of motivation among students. Furthermore, the emphasis on achieving high grades may lead to a
neglect of other important aspects of language learning, such as critical thinking, creativity, and
problem-solving skills (Rahman et al., 2018a, b, c).
Despite the negative effects of high-stakes assessment on English language teaching in Bangladesh,
there is still a paucity of empirical studies on this topic. More research is needed to explore the impact
of washback on classroom practices, as well as the attitudes and beliefs of teachers and students
towards assessment. In particular, studies could investigate how teachers and students prepare for
exams, how they perceive the value of different language skills, and how they cope with the pressures of
high-stakes testing. By gaining a better understanding of these issues, policymakers and educators can
develop more effective language policies and assessments that promote genuine language learning and
development, rather than just test performance.
Education for English language teachers
The dearth of English teachers in Bangladesh is not a recent problem. In fact, it can be traced back to the
country's history. After the partition of the sub-continent in 1947, many English teachers, who were
Hindu, decided to leave the country due to the fear of religious persecution and the prospect of being a
minority in the newly formed state. These teachers were educated during the British colonial period and
were instrumental in providing quality education to students. Unfortunately, their departure created a
significant gap in the education system, which was felt for several decades.
As a result, the quality of English education suffered as the remaining teachers, who had received
limited training in English, found it challenging to maintain the standards set by their predecessors. The
lack of proficient teachers had a profound impact on both the curriculum and pedagogy. In the
preceding two decades, the curriculum had been affected adversely, and less English was being taught
to students. Consequently, the students were not receiving adequate education in English, which further
perpetuated the problem.
Despite efforts to address this issue, such as the recruitment of teachers from abroad and the
implementation of English language teaching programs, the problem persists. Moreover, the lack of
proficient English teachers is not limited to Bangladesh; it is a global problem. Therefore, it is essential to
recognise the significance of English language education in the current globalised world and take
necessary measures to ensure that students receive quality education in English.
The shortage of English teachers in Bangladesh is a cause for concern, particularly in light of the
country's aspiration to become a middle-income nation by 2021. The government has taken several
steps to address this issue, such as increasing the budget for education and introducing programs to
train English teachers. However, these measures have not yet been able to produce the desired
outcomes.
To address this issue, more research is needed to identify the factors that contribute to the shortage of
English teachers in Bangladesh. Some of the factors that have been identified in previous studies include
inadequate salaries, lack of incentives, and poor working conditions. Moreover, there is a need to
attract more students to study English and pursue a career in English language teaching. This can be
achieved by introducing more incentives, such as scholarships and job opportunities, for students
pursuing English language teaching.
In conclusion, the shortage of proficient English teachers in Bangladesh is not a new problem. It is a
result of several factors, including the departure of English teachers during the partition of the subcontinent, inadequate training of teachers, and a lack of incentives to attract students to study English
language teaching. Despite efforts by the government to address this issue, the shortage persists.
Therefore, there is a need for more research and action to ensure that students in Bangladesh receive
quality education in English.
Undoubtedly, teacher education (TE) plays a crucial role in enhancing the proficiency of teachers,
regardless of the subjects they teach (Karim et al., 2018). Moreover, TE assists in constructing teacher
cognition and identity, which are essential factors in determining the actions of teachers in the
classroom. The fundamental aim of any TE programme is to bring about changes in teachers (Hargreaves
& Fullan, 1992). Thus, it is evident that TE has a significant impact on teachers' practices in the
classroom (Rahman et al., 2018a, b, c).
Recognizing the potential benefits of TE programmes, teachers, regardless of whether they are preservice or in-service, in various contexts have undergone different types of training and participated in
several education programmes to equip themselves with skills and strategies such as creating interactive
environments, using audio-visual aids, and employing diverse activities to engage students (Karim &
Mohamed, 2019).
Incorporating TE programmes into teacher training in Bangladesh is crucial for developing and
implementing effective English language teaching practices. However, the quality of TE programmes is
debatable, as the content, duration, and methodology of the programmes vary significantly (Karim et al.,
2018). A study by Rahman et al. (2018a, b, c) found that in Bangladesh, the duration of in-service TE
programmes is often inadequate, and the content is repetitive, outdated, and irrelevant to the actual
classroom setting.
Moreover, the traditional method of training, such as lectures and demonstrations, is still predominant,
and there is a lack of practical, hands-on training (Karim & Mohamed, 2019). This issue highlights the
need for reform in TE programmes to ensure that they provide relevant and practical knowledge and
skills that are directly applicable to the classroom setting.
Additionally, the lack of accountability in TE programmes is another significant concern. In many cases,
TE providers do not monitor the quality of their programmes, nor do they provide follow-up support to
teachers after the completion of the programme (Karim et al., 2018). This lack of accountability results
in teachers receiving inadequate training, which hinders their ability to develop effective teaching
practices.
Furthermore, there is a need for collaboration among different stakeholders, including policymakers,
teacher trainers, and teachers themselves, to develop effective TE programmes that address the
challenges faced by English language teachers in Bangladesh (Karim & Mohamed, 2019). This
collaboration should aim to provide teachers with ongoing support, including mentorship and
professional development opportunities, to enhance their knowledge and skills continually.
In conclusion, TE plays a vital role in shaping the practices of English language teachers in Bangladesh.
However, the quality of TE programmes remains a significant concern. There is a need to reform TE
programmes to ensure that they provide relevant and practical knowledge and skills to teachers that are
applicable to the classroom setting. Additionally, there is a need for collaboration among different
stakeholders to develop effective TE programmes that address the challenges faced by English language
teachers in Bangladesh.
Bangladesh is a dynamic context for teaching English as a foreign language (EFL) and has recognized the
importance of teacher education (TE) as a critical component in producing skilled teachers who can not
only contribute to the national economy but also to the global economy (Karim, Shahed, Rahman, &
Mohammad, 2019b). As such, the country has been continuously offering preservice and in-service TE
programs for English teachers. Preservice TE includes graduate and postgraduate programs in TESOL,
TEFL, and ELT, while in-service teacher education programs include the government-initiated Certificate
in Education (C-in-Ed) and Bachelor of Education (B.Ed) programs.
Furthermore, Bangladesh has benefited from donor-aided training programs for English teachers such as
the English Language Teaching Improvement Project (ELTIP), English for Teaching, teaching for English
(ETTE), Teaching Quality Improvement in Secondary Education Project (TQI-SEP), Secondary Education
Quality and Access Enhancement Project (SEQAEP), and English in Action (EIA) (Hamid, 2010). The
donors who have contributed to these programs in Bangladesh include the Department for International
Development (DfID), Canadian International Development Agency (CIDA), World Bank, and Asian
Development Bank (ADB).
It is well-recognized that TE is a vital component in enhancing teachers' skills and expertise, regardless
of the subject they teach (Karim et al., 2018). TE also plays a crucial role in building teacher cognition
and identity, which affects teachers' actions in the classroom. Therefore, the primary goal of any TE
program is to effect changes in teachers' skills, knowledge, and attitudes (Hargreaves & Fullan, 1992). It
is evident that TE has a direct impact on teachers' classroom practices (Rahman et al., 2018a, b, c). Thus,
teachers in different contexts have undergone various training programs and education programs to
equip themselves with skills and strategies that include creating an interactive atmosphere, using audiovisual aids, and employing diverse activities to engage students (Karim & Mohamed, 2019).
In Bangladesh, the shortage of proficient English teachers can be traced back to the country's history.
Following the partition of the sub-continent in 1947, a considerable number of English teachers, who
were Hindu, left the country due to concerns about religious threats and being a minority in the newly
formed state based on religion (Alam, 2018). Educated during the British period, the remaining teachers
mostly retired in the 1980s. As a result, for the preceding two decades, the curriculum and pedagogy
were adversely affected, and students were receiving less English instruction from teachers who had
limited English proficiency (Alam, 2018).
Bangladesh is a thriving EFL context that has recognized the significance of TE in enhancing teachers'
skills, knowledge, and attitudes, thereby influencing their classroom practices. The country has been
offering both preservice and in-service TE programs, and it has also benefited from donor-aided training
programs for English teachers. The shortage of proficient English teachers in the country can be
attributed to the historical migration of Hindu English teachers after the partition of the sub-continent in
1947 and the retirement of the remaining teachers who were mostly educated during the British period.
According to Karim et al. (2019a, 2019b), preservice teacher education programs in Bangladesh are
effective in providing a strong knowledge base for prospective teachers. However, Hamid (2010) argues
that the content taught in in-service training programs, such as the Certificate in Education (C-in-Ed) and
Bachelor of Education (B.Ed), does not adequately address the practical aspects of teaching English.
Hamid and Erling (2016) also suggest that despite the significant amount of funding allocated to inservice training programs, the outcomes are limited. Karim, Mohamed, and Rahman (2017) found that
the English in Action (EIA) program, which aimed to integrate mobile phones into teacher development,
only focused on training teachers about mobile learning and neglected training on technology
integration. As a result, the program failed to achieve its objective of successfully orienting teachers to
using audio-visual aids in the classroom. Karim et al. (2018) identified a number of significant problems
with in-service training programs in Bangladesh, including inconsistencies in the way training is carried
out and shortcomings in the overall effectiveness of these programs. Similarly, Hamid (2010) highlights
discrepancies in in-service teacher training programs in Bangladesh.
Despite these issues, it is important to note that Bangladesh has recognized the importance of teacher
education and professional development in the field of English language teaching. The country has
implemented various programs aimed at producing skilled English teachers who can contribute to both
the national and global economies. These programs include graduate and postgraduate programs in
TESOL, TEFL, and ELT, as well as government-initiated in-service teacher education programs like C-in-Ed
and B.Ed. Additionally, donor-aided training programs, such as English Language Teaching Improvement
Project (ELTIP), English for Teaching, Teaching for English (ETTE), Teaching Quality Improvement in
Secondary Education Project (TQI-SEP), Secondary Education Quality and Access Enhancement Project
(SEQAEP), and English in Action (EIA), have also been implemented to improve English language teaching
in Bangladesh. These programs are supported by donors such as the Department for International
Development (DfID), Canadian International Development Agency (CIDA), World Bank, and Asian
Development Bank (ADB).
In summary, while there are some concerns with the effectiveness of English teacher education and
professional development programs in Bangladesh, the country has made significant efforts to improve
the quality of English language teaching. It is important for Bangladesh to continue to evaluate and
improve these programs to ensure that English teachers are equipped with the necessary knowledge
and skills to provide quality education to their students.
Bangladesh has been actively engaged in TE and professional development programs for English
teachers through preservice and in-service TE programs. While preservice TE programs include graduate
and postgraduate programs in TESOL, TEFL, and ELT, in-service teacher education programs such as the
Certificate in Education (C-in-Ed) and Bachelor of Education (B.Ed) are initiated by the government.
Bangladesh has also benefited from donor-aided training programs for English teachers such as the
English Language Teaching Improvement Project (ELTIP), English for Teaching, Teaching for English
(ETTE), Teaching Quality Improvement in Secondary Education Project (TQI-SEP), Secondary Education
Quality and Access Enhancement Project (SEQAEP), and English in Action (EIA), which are funded by
organizations like the Department for International Development (DfID), Canadian International
Development Agency (CIDA), World Bank, and Asian Development Bank (ADB).
In terms of the outcome of these programs, Karim et al. (2019a, 2019b) report the adequacy of
knowledge imparted in preservice TE programs. However, Hamid (2010) suggests that the knowledge
imparted in C-in-Ed and B.Ed programs is inadequate as these programs focus less on the practical
aspects of English teaching. Hamid and Erling (2016) also report limited outcomes from in-service
training programs, despite the sufficient funds allocated to them. For instance, Karim et al. (2017) reveal
that EIA, which incorporated mobile phones as a tool for teacher development, only focused on training
teachers with mobile learning and neglected training on mobile learning and technology integration.
Consequently, the aim of successfully orienting teachers to audio-visual aids in the classroom was not
achieved. Karim et al. (2018) further highlight significant shortcomings in the operation, function, and
outcome of in-service training programs in Bangladesh, suggesting discrepancies in the programs.
Despite these challenges, EIA, which was the last among the donor-funded teacher training programs,
aimed to implement CLT with the help of information and communications technology (ICT). This
program not only focused on large-scale English language teacher training but also conducted empirical
studies to prove its success (Karim et al., 2018). In contrast to previous studies, EIA-funded studies
reported a positive outlook in teachers' beliefs and practices, which were aligned with the curriculum.
These studies reported successful reform of the CLT curriculum and development in teacher quality (see
Kirkwood, 2013; Power et al., 2012; Shohel & Banks, 2010; Shrestha, 2013; Walsh et al., 2013).
However, recent studies (Al Amin & Greenwood, 2018a, 2018b; Anwaruddin, 2016; Karim & Mohamed,
2019; Rahman et al., 2018a, 2018b, 2018c) reveal that these claims of success made by donor-funded
multimillion English teacher training programs are not supported. These studies highlight several
challenges that are relevant to TE programs, such as the rarity of training sessions, less opportunity for
rural teachers, a shortage of teachers' trainers, ineffective training materials, and insufficient resources
to instrumentalize EIA training devices. These challenges have resulted in many teachers of English
lacking basic language and pedagogical competencies, even after attending EIA training, which has
limited the implementation of CLT in Bangladesh.
Despite the challenges in English language teaching programs in Bangladesh, efforts are being made to
improve the situation. The government and donor-funded programs have the potential to enhance
teacher training programs in the country. However, it is important to address the challenges identified in
the existing programs and work towards improving them to ensure that teachers have they need to
effectively teach English and equip their students with the necessary language skills.
One key challenge is the inadequate focus on practical aspects of English teaching in both preservice and
in-service training programs. While preservice programs in TESOL, TEFL, and ELT provide a strong
knowledge base, they do not always address the practical skills needed in the classroom. Similarly, inservice training programs like C-in-Ed and B.Ed, while helpful, may not be adequate in addressing
practical teaching skills. It is important to revise these programs to provide teachers with the necessary
practical training to effectively teach English.
Another challenge is the limited access to training for teachers in rural areas. This restricts opportunities
for these teachers to enhance their skills and can result in a lack of consistency in the quality of English
language teaching across the country. Efforts should be made to provide training opportunities for
teachers in remote areas to ensure that they have access to the same quality of training as those in
urban areas.
In addition, the scarcity of teacher trainers and inadequate training materials are also challenges that
need to be addressed. The scarcity of trainers makes it difficult to provide consistent training across the
country, while the inadequacy of training materials hinders the effectiveness of the training provided. It
is crucial to ensure that there are enough trainers and that they have access to high-quality training
materials to provide effective teacher training.
Furthermore, the insufficient resources to operationalize training devices is also a major challenge.
While initiatives like EIA have incorporated mobile learning as a tool for teacher development, the lack
of resources to operationalize these devices makes it difficult to implement this type of training
effectively. It is important to address these resource constraints to ensure that the training devices can
be effectively used to enhance the skills of English language teachers.
While some studies have reported successful outcomes of donor-funded programs, recent studies have
shown that there are still significant challenges that need to be addressed. These challenges include the
limited implementation of CLT due to a lack of basic language and pedagogical competencies among
teachers, even after attending EIA training. Addressing these challenges is crucial to improve the quality
of English language teaching in Bangladesh.
In conclusion, improving the quality of English language teaching in Bangladesh requires addressing the
challenges present in the existing teacher training programs. The government and donor-funded
programs have the potential to enhance the skills of English language teachers, but efforts must be
made to ensure that these programs address the practical skills needed in the classroom, provide equal
access to training for teachers in all areas, and address the scarcity of trainers and training materials. By
addressing these challenges, Bangladesh can improve the quality of English language teaching and equip
its students with the language skills necessary to compete in the global economy.
Implications and Future Research
English is regarded as the global language of communication and is the primary medium of instruction in
many countries. Bangladesh, like many other nations, has given great emphasis on learning and teaching
English as it is considered to be a vital skill for economic and social advancement. However, despite the
importance of English, there are several issues associated with ELT in Bangladesh.
Firstly, one of the key problems in ELT is the lack of skilled and competent English language teachers. In
Bangladesh, the majority of English language teachers lack adequate proficiency and training to teach
the language effectively. This has resulted in inadequate teaching methodologies, lack of creativity, and
ineffective lesson planning. Moreover, most of the teachers follow a traditional teaching style, which
focuses on grammar rules and vocabulary without considering the practical use of the language.
Secondly, another challenge associated with ELT in Bangladesh is the inadequate availability of
resources. The majority of educational institutions, especially in rural areas, lack resources such as
textbooks, audio-visual aids, and computer labs, which are essential for effective language learning. As a
result, students face difficulties in acquiring adequate knowledge and skills in English.
Thirdly, the lack of motivation among students is also a significant issue in ELT in Bangladesh. Most
students do not see the practical application of English in their daily lives, which results in a lack of
motivation to learn the language. Moreover, the focus of the curriculum is primarily on grammar and
vocabulary, which can be tedious and uninspiring for students.
Fourthly, the cultural differences between the western and eastern educational systems have also been
identified as a significant challenge in ELT in Bangladesh. The cultural differences result in the lack of
compatibility between the teaching methodologies and the learning preferences of students. Western
educational systems emphasize on critical thinking, problem-solving, and creativity, while the eastern
system is focused on rote learning, memorization, and discipline.
The above-mentioned issues have significant implications for the future of English language education in
Bangladesh. Firstly, there is a need for the development of teacher training programs to improve the
quality of English language teachers. The training should focus on providing teachers with the necessary
knowledge and skills to teach English effectively. Additionally, the training should also emphasize the
use of modern teaching methodologies, such as communicative language teaching, to enhance the
learning experience of students.
Secondly, there is a need for the provision of adequate resources, especially in rural areas. The
government should prioritize the allocation of funds to provide educational institutions with the
necessary resources for effective language learning. Additionally, there is a need for the development of
digital resources, such as e-learning platforms, to facilitate access to educational resources.
Thirdly, there is a need for the development of a more student-centric curriculum that focuses on the
practical application of English in daily life. The curriculum should aim to motivate students to learn the
language by emphasizing its practical use in different contexts.
Lastly, there is a need for more research to understand the cultural differences and learning preferences
of students. This will enable the development of teaching methodologies that are compatible with the
learning preferences of students. Additionally, research can also identify the factors that influence
motivation in language learning and the development of strategies to enhance student motivation.
The issue of English language teaching in Bangladesh has been a topic of discussion among academics,
policymakers, and the general public. Despite the widespread recognition of the problem, policymakers
often fail to acknowledge the shortcomings of their policies. In order to adopt a sustainable language
policy, policymakers must objectively revisit existing policies, prioritizing equity and inclusivity.
Additionally, the implementation of the Communicative Language Teaching (CLT) approach requires
careful planning and consideration of the traditional language teaching and learning culture in
Bangladesh.
Challenges in English Language Teaching in Bangladesh
The lack of self-reliance in English language teaching is a major challenge facing Bangladesh. Despite the
availability of resources, the country has been unable to develop a sustainable and effective English
language teaching system. This issue has been widely reported in popular opinion and empirical studies.
However, policymakers often hesitate to acknowledge the problem, leading to inconsistent policy
formulation and ineffective implementation.
To address this challenge, policymakers must objectively revisit existing policies, sidestepping the
influence of donors, NGOs, and other interest groups. An inclusive language policy based on equity
should be the ultimate objective. The adoption of a sustainable language policy requires policymakers to
acknowledge the issues associated with English language teaching in Bangladesh.
The implementation of the CLT curriculum, which is one of the most dominant language teaching
approaches in the world, is another challenge in Bangladesh. The integration of the CLT approach into
the curriculum requires pragmatic and judicious planning, given that it competes with the traditional
language teaching and learning culture. As a result, policymakers should evaluate the relevance of the
CLT approach in the curriculum and make necessary adjustments to ensure effective implementation.
Conclusion
Textbook and classroom resources should comply with the objectives of the CLT curriculum. This is
particularly important given that the curriculum aims to promote communicative competence, which
requires students to use the language in a meaningful and authentic way. In addition, the resources
should be accessible to all students, regardless of their location or socio-economic status.
In order to improve the quality of teacher education in Bangladesh, it is important to focus on
strengthening local expertise and institutions instead of relying solely on donor-funded programs. One
specific area that requires attention is accountability within teacher education programs. Without
proper accountability measures in place, initiatives may not be able to fulfill their promises and
effectively use available funds. Therefore, it is crucial to implement effective monitoring and guidance
for prospective training programs.
In light of the lackluster results of many teacher education programs in Bangladesh, there is a need for a
more sustainable approach. This could involve building local training capacity and offering school-based
training to teachers through local training centers. By prioritizing local expertise and institutions,
Bangladesh can improve the quality of teacher education in a more effective and sustainable way.
It is important to conduct more research on language education in Bangladesh, as the existing empirical
studies are insufficient to draw general conclusions. In addition, the inconclusive research findings and
unexplored areas highlighted in each section of the discussion underscore the need for further studies
on the issues discussed. By gaining a deeper understanding of these issues, researchers can make a
valuable contribution to policy adaptation and implementation in the context of English language
teaching (ELT) in Bangladesh.
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Bangladesh: Challenges and possibilities. Current Issues in Language Planning, 11(4), 37–41.
https://doi.org/10.1080/14664208.2010.537816.
Shrestha, P. N. (2013). English language classroom practices: Bangladeshi primary school children’s
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Action secondary teaching and learning programme in Bangladesh: Experience from the UCEP schools.
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