Mian M D . N A U S H A A D Kabir

When a curriculum is renewed or modified, the necessity of training becomes more inevitable to help teachers to cope with the innovations. With a view to enhancing the quality of English language learning, Communicative Language Teaching (CLT) was introduced in Bangladesh and accordingly, English language teachers have been trained to address this change. In this paper, attempts have been made to investigate the degree of implementation of the teaching skills, techniques, and knowledge the teachers received from the training session, and identify the challenges they faced while implementing them in classrooms. There have also been efforts to learn more about the recommendations of the practicing teachers. In doing so, the study adopts an explanatory mixed-method study and collects data from students, teachers, and master trainers using tools, such as a questionnaire, classroom observation, and focus group discussion. Findings suggest that because of several contextual, pedagogical, cultural, and infrastructural factors, trained teachers are unable to implement their newly-acquired knowledge in their classes. With a view to including the voices of the practitioners working at the grassroot level, the study ends with a presentation of the recommendations of the teachers and trainers to overcome the challenges they encounter. Resumen Cuando se renueva o modifica un plan de estudios, la necesidad de capacitación se vuelve más inevitable para permitir que los maestros puedan hacer frente a las innovaciones. Con el fin de mejorar la calidad del aprendizaje del idioma inglés, se introdujo la enseñanza comunicativa de idiomas (CLT) en Bangladesh y, en consecuencia, se ha capacitado a los profesores de inglés para hacer frente a la innovación. En este trabajo, se intenta investigar el grado de implementación de las habilidades, técnicas y conocimientos de enseñanza que los maestros recibieron de la sesión de capacitación, identificar los desafíos al implementarlos en las aulas y estar informados de las recomendaciones de los maestros en ejercicio. Al hacerlo, el estudio adopta un estudio explicativo de método mixto y recopila datos de estudiantes, maestros y entrenadores maestros utilizando herramientas como cuestionarios, observación en el aula y discusión de grupos focales. Los hallazgos revelan que los maestros capacitados no pueden implementar sus conocimientos de la capacitación en sus clases debido a varios factores contextuales, pedagógicos, culturales y de infraestructura. Los desafíos que enfrentan los maestros también emanan de ellos los problemas antes mencionados. Con el fin de incluir las voces de los profesionales que trabajan a nivel de base, el estudio termina con la presentación de las recomendaciones de los maestros y formadores para superar los desafíos que encuentran.

Almost half of the population being women (49.4% as reported by WB, 2019) in Bangladesh,
it is highly important to ensure their active participation in both the white collar and bluecollar
job sectors to be able to achieve the country’s goal to graduate from the category of the
Least Developed Countries by 2024. It is observed that the Bangladeshi people hold white
collar jobs in high esteem and everyone aims for their career in those sectors whereas the
technical and vocational education and service sectors remain unattended despite the
availability and demand of ample opportunities and adequate support from the government.
In addition, in a patriarchal society like ours, people mostly have a male chauvinistic mindset
that leads them to think that women should engage into household chores and if they wish to
be employed, they should aim for the white-collar jobs as technical and vocational sector is
not suitable for them.
For both the women and men, in both general and TVET sectors in Bangladesh, English
plays a significant role in ensuring gateways to higher education and better career
opportunities. Women face more challenges and hindrances in accessing opportunities
because of the prevailing perceptions and practices in the male-dominant society. At the
backdrop of such reality, the present study narrows down its focus to explore the standing of
English in women’s participation and employability in TVET sector. In doing so, the study
adopts a qualitative approach in collecting data by conducting focus group discussion
sessions with female diploma students studying in different polytechnic institutes across the
country, in-depth interview sessions with teachers, head teachers and alumni, and key
informant interview sessions with experts, policy makers, entrepreneurs, and employers in
different government and non-government sectors related to TVET.
Data reveals that the role of English in TVET sector is highly important though, at present,
the treatment of English in the institutes is not adequate. It is an essential requirement for
anyone, irrespective of gender, seeking better entrance to higher education and better career
opportunities; however, in the case of the women, the knowledge of English can be
specifically advantageous as women, because of their gender, face different types of
challenges. The study ends with a set of suggestions regarding proper placement of English
and ensuring empowerment of women, minimizing gender divide in Technical and vocational
education and employability.

For both women and men, in TVET sectors in Bangladesh, English plays a
significant role in ensuring gateways to higher education and better career
opportunities. Women face more challenges and hindrances in accessing
opportunities because of the prevailing perceptions and practices in the maledominant society. At the backdrop of such reality, the present study narrows down its focus to explore the status of English in women’s perception, participation and aspiration at TVET institutes. In doing so, the study adopts a qualitative approach to collect data by conducting seven (07) focus group discussion sessions with thirty nine (39) female diploma students studying in different polytechnic institutes across the country and twenty three (23) in-depth interview sessions with teachers, head teachers, employers, policy makers and alumni. Data reveal that teaching learning method, resources, teachers’ as well as students’ limited English skills are the major obstacles to provide efficient English learning experiences at TVET institutes. The study ends with a set of suggestions regarding an effective and TVET appropriate English language learning model for technical and vocational education institutions.

"The document highlights the transition from crises to opportunities in higher education in Bangladesh, as discussed in the Dhaka University Journal of Linguistics. ​ It involves 6 authors and emphasizes the importance of addressing challenges to create positive outcomes in the education sector."

Equity is crucial in maintaining human rights in the education sector. It has become more crucial due to the abrupt global spread of coronavirus and the initiation and affordances of unequal accessibility to online teaching, specifically in resource deficit peripheral countries like Bangladesh. Hence, it seems pertinent to explore if online education ensures educational equity, fairness, and social justice for students and teachers in Bangladesh. Data were collected from teachers and students at private universities in Bangladesh through online surveys followed by Focus Group Discussions (FGDs), and the data were analysed through descriptive statistics and thematic analysis. Based on the findings, the paper shows that students from underprivileged backgrounds in rural and suburban areas in Bangladesh do not have educational equity. They do not have access to uninterrupted internet facilities and amenities required to attend online classes. Fairness seems to be absent too. Both students and teachers feel that academic integrity in assessment has not been maintained adequately. Universities have not taken appropriate redistributive policies and removed institutional mechanisms that discriminate against low-income people. Consequently, social justice seems compromised. In the end, the paper suggests possible ways to ensure equity, fairness, and social justice in online pedagogy in higher education.

With the sudden onset of the COVID-19 pandemic and disruption of the education systems worldwide, private universities in Bangladesh transitioned to online classes to ensure continuity of education. Therefore, it was important to investigate the private university teachers' and students' perceptions regarding various dimensions of accessing online instruction and coping strategies used by teachers. A mixed-methods approach was used to collect data from 208 teachers and 674 students through questionnaires and focus group discussions. The findings indicate that teachers and students encountered several barriers, including unstable internet connection, costly internet packages, minimal support for teachers, issues with online assessment, and an unsuitable home environment. To combat existing problems related to assessment and to increase interaction in the classroom, teachers used a small range of coping strategies. Measures are suggested to ensure access to stable internet connectivity, financial support to students and teacher training on online pedagogy and assessment.

English foundation courses (EFCs) are thought to be necessary for improving the
quality of English language of the private university students of Bangladesh. The
study attempts to investigate to what extent EFCs address the needs of the
students. It also covers the issues regarding the attainment of English proficiency
by the students. Questionnaire survey, interview and class room observation were
used to collect data from 3 private universities in Dhaka. The key findings of the
study clearly indicate findings critiquing the nature and role of EFCs. The study
presents relevant issues regarding the necessity of updating course contents and of
catering to the needs of the students on the basis of their level of proficiency.

Since the beginning of language teaching, the role of translation and first languge (L1) has been prominent and inevitable. In fact, they played a significant role in one of the most dominant teaching methods known as grammar translation method (GTM). Though the gradual development and evolution of teaching methods and approaches in the field of ELT has relocated their role in teaching foreign and second languages, many ELT practitioners in Bangladesh are found to express their preference for and fascination over the use of translation and L1 in language teaching. This paper sketches the topsy-turvy journey of translation and L1 throughout different methods and approaches used in language education, their place in bilingual models of education, actual practices in Bangladeshi classrooms regarding their use, and their revived role in translanguaging literature. The paper argues how translation and L1 can be utilized to the fullest of its potentiality through translanguaging practices that call for reviewing the existing approaches and methods of language teaching and challenge them adopting a fluid, instead of a fixed, notion of language.

The article presents a critical and retrospective narration of the developmental stages of a checklist for evaluating a set of coursebooks taught in Bangladesh from the micro-narrative perspective of the evaluator. Attempts have been made to substantiate the argument that the readily available checklists might not be completely usable and useful for the evaluation in the emerging contexts; yet they might offer support in various aspects in different ways. The main challenges of developing checklists i.e. incorporating the historical awareness in the checklist and contextualizing it where it is going to be operated are pointed out in a subjective but empirical manner by means of firsthand experience and observation of fact.

The National Curriculum and Textbook Board (NCTB) introduced CLT in teaching English at the secondary level in Bangladesh in 1996. The impact of such an educational innovation was implemented through teacher training, materials development, and testing practices. However, the introduction of CLT and the absence of explicit grammar teaching were criticised by lay people including many stakeholders of education. Hence, NCTB introduced a new book for teaching grammar though the earlier book was retained. The two books of the same set of course materials followed two different approaches—communicative and
structural. This modification continues to create inconveniences,
misinterpretations and scope for improper implementation of the curriculum to the teachers and the learners. This paper attempts to analyse and evaluate the set of course books to find out how far it offers ‘support’ and ‘constraint’ for practising teachers. Data were collected from 9 rural English teachers of Bangladesh who responded to specific questions and used a checklist for evaluating the course books. Most of them were found to have appreciated the book on grammar. The paper discusses the implications of such findings and suggests more in-depth training for teachers to enhance reflective and professional practices such as evaluation of course books under development. Hence, more practically oriented activities in the teacher training programmes
are recommended, though with some caution.

In this paper, references are made to the English curriculum and syllabus specifications and the
actual testing practices to substantiate the assumptions that there are inconsistencies existing among
the curriculum and the syllabus specifications, and the actual testing practices. Brief analytical
descriptions of the documents are presented. Each of the documents is set against each other to
crosscheck if there are inconsistencies. At the end of the paper, implications of the findings are
discussed to initiate further enquiry into the issues.

English is one of the most used languages in the world. In Bangladesh, English is  introduced here at the primary level and its inclusion continues till the tertiary level of  education. A student has to study English as a compulsory subject for ten years to pass  the S.S.C. exam. At the secondary level in Bangladesh, English is taught for five years  followed by the curriculum of the primary level that includes the learning of English for  five years as well. However, after ten years' schooling of English, most of the students  fail in English in the S.S.C. exam. Even if they pass, they get very poor marks. However,
the students who pass and somehow  get good marks do not seem to reflect their  achievement practically. They can neither speak fluently and naturally nor understand  English when they are not spoken to nor comprehend the meaning of what they read nor  can they interpret the reading materials. They cannot write correctly and speak out their feelings and opinions. As a result, they do not learn English at all and reach the target  stage that they were supposed to by the end of their curriculum. They pass the  examination but actually they are unable to use the language. An empirical study of the causes of the secondary students’ failure in learning English is done. Schools are visited,
and data are collected through questionnaire surveys and interviews of the teachers, students and guardians; data  are analysed, and finally presented to reveal the causes of  their failure.