A Content Analysis of the English Language Development Courses in Bangladeshi University English Departments

Md Abdullah Al Mamun

doi:10.5539/jel.v8n6p180

Abstract

Syllabus, as one of the most important tools of teaching-learning, must contain necessary contents. A clearly designed, well-presented syllabus with the contents following the best practices in the field is a prerequisite for effective teaching. To analyze the contents of the syllabi of English language development courses of Bangladeshi university English departments, this study prepared a checklist of an ideal syllabus following the relevant literature and theories. The study has found that the contents in those syllabuses are presented in a haphazard way. They cannot the meet most of the criteria of an ideal syllabus in terms of contents. Most of them have only some learning topics or items as contents; and names of some books as materials. Regarding the other aspects like goals and objectives, assessment, rubric, teaching-learning methodologies, types of useful materials etc., the syllabuses present a very poor scenario. In the presentation and organisation, a linear fashion is found seemingly without any grading.

Highlights

Syllabus is an integral part of any teaching-learning enterprise
On the basis of the above criteria, the present syllabuses of the sample university English departments have been analyzed in broad perspective
The absence of some of the criteria like materials and textbooks, lack of information of the instructors may have happened due to over dependence on the teachers who might give the students the necessary materials and information but at the same time, it proves the poor management procedure at curriculum design level. It may have been absent from the course syllabus on the ground that the students are well aware of the textbooks and materials, which is a naïve approach

Summary

Introduction

Syllabus is an integral part of any teaching-learning enterprise. A syllabus is a document that states what will or should be learnt or taught within a stipulated time and particular course, which, though in different forms, is an indispensable choice for guiding the teaching-learning to the objectives set in the curriculum/course/project. A course syllabus can serve as a highly effective facilitator of student learning (Grunert, 1997; Pastorino, 1999 as in Parkes & Harris, 2010). English is taught and learnt as a targeted second language. Teaching-learning of English starts from class one. After Higher Secondary level, students get into university where the department of English in most of the Public and Private universities conducts courses on English literature and linguistics

Objectives

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Results

Conclusion