Reflecting on Western TESOL training and communicative language teaching: Bangladeshi teachers' voices

Abstract

The increasing demand for competent users of English in the era of globalisation has had a significant impact on English Language Teaching (ELT) in Bangladesh. Among a number of changes to improve the quality of ELT, teachers of English have been encouraged, even required, to adopt a communicative language teaching (CLT) approach. To facilitate the successful implementation of these changes, besides introducing local training programmes to familiarise teachers with CLT, teachers of English from Bangladesh have also been sent overseas, especially to the English-speaking West, for further training. Drawing on a qualitative research study, this paper discusses the pedagogical concerns of Bangladeshi English teachers, including those who are Western-trained, in relation to their teaching of English. It also investigates their perceptions of the politics of the Western Teachers of English to Speakers of Other Languages (TESOL) industry associated with problems of pedagogical ethics and appropriacy. Based on the findings and discussions, recommendations are offered for enhancing the quality of ELT in Bangladesh and strategically responding to the commercialised hegemonic but necessary “evil” of TESOL training.