Abstract
English as a language is an essential tool in the negotiation of power and relationship at the interpersonal, social and the global level as well. The importance of learning English has increased significantly as a useful communication tool in the age of globalization. In the existing scenario, English language learning and teaching in the rural areas of Bangladesh has become a prime concern. This study aims to present the current English language education policy, language learning and teaching obstacles pertaining to the poorly equipped classroom, lack of trained language teachers, and inadequate use of technology and non-availability of learning materials in Bangladesh. To analyze and to find the solution to the language teaching and learning obstacles, the researcher employed both qualitative and quantitative methods. The research was carried out in ten rural colleges far from the capital city Dhaka. The population of this study was higher secondary level students in the academic year 2019-2020. The number of populations was 25 students from intermediate class and 10 teachers from same school and colleges, and data were collected through a questionnaire. The findings show that though CLT based English language curriculum has been operating at the higher secondary level in Bangladesh, most of the teachers are not familiar with CLT guidelines and CLT related activities. Besides this, there are some crucial factors which demand great attention to change the current scenario. As a result, there are inconsistencies between the stated objectives of Teaching English and the actual teaching techniques.
Highlights
The world is undergoing a rapid change, thanks to the myriads of incredible scientific and technological innovations
This study aims to present the current English language education policy, language learning and teaching obstacles pertaining to the poorly equipped classroom, lack of trained language teachers, and inadequate use of technology and non-availability of learning materials in Bangladesh
The results indicated that Indian students have an easy access to English audio-visual aids. They are much better than their Iranian counterparts. This context matches the current scenario of rural Bangladesh where the access to technologies is shockingly limited
Summary
The world is undergoing a rapid change, thanks to the myriads of incredible scientific and technological innovations. Exposed to the global culture and tradition, students are no longer contented with the old authoritarian language teaching models Instead, they are becoming increasingly curious about the world, which is just at their fingertips. They are becoming increasingly curious about the world, which is just at their fingertips As a result, they do not want to be confined to the teacher-centered classroom where a teacher drags on the lecture, focusing on memorization and learning from rote. They do not want to be confined to the teacher-centered classroom where a teacher drags on the lecture, focusing on memorization and learning from rote Instead, they are interested in such a well-equipped class that facilitates language teaching through interaction, collaboration and participation. Apart from learning the language, today’s learners are trying to acquire cultural knowledge as a means to connect to others across the globe
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