Languages used by teachers in English-language classrooms: An EFL perspective

Abstract

Language and language policy researchers are particularly interested in the development of using English in the English language classroom in an EFL context in this era of globalization and internationalization. The main focus of the study was to find answers to the questions of what languages are used in the EFL classroom and what problems teachers have in using English at the secondary level in Bangladesh. According to the data from the study, teachers were challenged by their own language skills, students’ language ability, and pedagogical problems. The findings of this study will help teachers examine themselves more closely and come up with better ideas and reasons for their techniques and attitudes toward English language teaching. Additionally, the study may reveal the teachers’ perspectives on the issues their students face. In Bangladesh, social and economic disparities in two different regions within the same country produce an imbalance in English language teaching, which obstructs the implementation of effective use of English as a language of instruction in the classroom. Taking this into account, educators must focus on the procedures for an engaging and neutral English language classroom use.