English Language Teaching in Bangladesh - Dissertation

Running head: DISSERTATION – ENGLISH LANGUAGE TEACHING IN BANGLADESH
Dissertation – English Language Teaching in Bangladesh
Name of the Student
Name of the University
Author Note

DISSERTATION – ENGLISH LANGUAGE TEACHING IN BANGLADESH1
Abstract
The teaching of any language be this English or a foreign language is a skill that entails
proficiency, dexterity, concentration, dedication and a commitment to excellence. The teaching
of a language in a foreign destination brings with it additional challenges and opportunities, and
requires the deployment of specific skills and measures that are directed at ensuring that the
teaching which is imparted is thorough, and that the recipients of the teaching process learn
every detail of the language being taught. English is a global language and the teaching of
language requires using a variety of methods for imparting instructions that will help learners to
comprehend, and retain whatever it is that is being taught to them. When it comes to teaching of
English as a foreign language in particular, there are a number of specialized methods and tools
that are deployed for this purpose and are seen to take place in non-English speaking countries
This particular research project focuses on the teaching of English in the country of Bangladesh.
Chapter 1 provides an introduction to the research aims, the research objectives as well as the
main research questions. Chapter 2 engages in an in-depth literature review on the subject of
teaching English language, especially the teaching of English as a foreign language. Chapter 3
states the research methods that are to be used for conducting the investigation. Chapter 4
mentions the research findings along with the interpretation of such findings and an analysis of
the same. Chapter 5 concludes on the research topic and mentions a few recommendations that
can be taken into consideration for improving the teaching of English as a foreign language in
Bangladesh.

DISSERTATION – ENGLISH LANGUAGE TEACHING IN BANGLADESH2
Table of Contents
1. Chapter 1 – Introduction...........................................................................................................4
1.1. Understanding the Aims and Objectives of Teaching English.........................................4
1.2. Common Methods of Teaching English...........................................................................6
1.3. New Methods of Teaching English...................................................................................7
1.7. Problem Statement................................................................................................................9
1.4. Research Aims and Objectives.........................................................................................9
1.5. Research Questions.........................................................................................................10
1.6. Research Hypothesis.......................................................................................................10
2. Chapter 2 - Review of Literature...............................................................................................11
2.1. Teaching English as a Second Language and as a Foreign Language – General Overview
...................................................................................................................................................11
2.2. English Language Teaching in Bangladesh........................................................................15
2.3. Identification of Research Gaps/ Rationale for the Research.............................................25
3. Chapter 3 – Research Methods...............................................................................................27
3.1. Research Philosophy.......................................................................................................27
3.2. Research Design..............................................................................................................28
3.3. Research Methodology...................................................................................................28
3.4. Sampling Method and Sample Population......................................................................28
3.5. Data Collection...............................................................................................................29

DISSERTATION – ENGLISH LANGUAGE TEACHING IN BANGLADESH3
3.6. Data Analysis..................................................................................................................30
3.7. Ethical Considerations for the Research.........................................................................30
3.8. Limitations of the Research............................................................................................36
Chapter 4 – Data Findings and Analysis.......................................................................................38
4.1. Theme 1 – Teaching English Boosts Confidence in the Learner.......................................38
4.2. Theme 2 – Teaching English improves Communication Abilities of Learner and prepares
the learner for a Better Future....................................................................................................43
4.3. Theme 3 – English Language Teaching Facilitates Self Sufficiency.................................48
4.4. Theme 4 – Teaching English through Task Based Approach in Khulna, Bangladesh.......51
4. Chapter 5 – Conclusion and Recommendations for Practice.................................................54
5.1. Overview.............................................................................................................................54
5.2. Recommendations...............................................................................................................57

DISSERTATION – ENGLISH LANGUAGE TEACHING IN BANGLADESH4
1. Chapter 1 – Introduction
The process of English language teaching is one that refers to the manner by which the
subject of English is taught, grammatically, and otherwise to people who are considered to be
non-native speakers of English, that is, people who have not been speaking the language from
birth or who have not received basic and secondary education in the medium of English (Konnig
et al. 2016). The teaching of English as a language to native and non-native speakers is an
activity that is accompanied by a variety of challenges, with a number of issues having to be
addressed by the teacher during the learning process, most of which are related to matters of
retention and comprehension. The teaching of English as a foreign language in particular is
something that requires special attention and care, since it involves imparting instructions on
learning and understanding of English to individuals who have not familiar with the language,
who have never spoken it before, who do not have the practice of speaking it frequently, and
who are therefore not likely to understand what is being taught well enough, unless the learning
process is one that is adequately compartmentalized, with each compartment catering to and
addressing the specific learning abilities for the person who has signed for English language
lessons in the first place (Jakobson and Tonnesen 2018).
1.1. Understanding the Aims and Objectives of Teaching
English
English language teaching is an activity that is carried out by expert professionals. It is
conducted by individuals who have undergone years of study and training in the subject matter
and who are therefore competent enough to impart lessons in English language. In addition to

DISSERTATION – ENGLISH LANGUAGE TEACHING IN BANGLADESH5
being experts in the field, English teachers like all other language teachers across the globe are
expected to be equipped with a patient disposition, so as to be able to take questions and queries
quite readily and address them one by one as they arise (Hall 2017).
The primary goal or purpose behind the teaching of English as a language is to enable
students to become successful members of the society in which they live. This is largely due to
the fact that English is a global language and learning English and being possessed with the
ability to speak in English can help an individual to communicate effectively in a cosmopolitan
society. Knowing and being able to communicate in English is the key to success in today’s day
and age, given that most countries of the world are characterized by global populations, with
businesses being of a multinational nature, and facilitating in turn interaction and
communication, both professional and personal in the language of English for the most. A person
who is fluent and competent in English will be able to take up a job in a developed country of the
world, where English is either the dominant language or at the very least used as a language of
communication (Hall 2017). This is especially true for people living in Third World Countries
like Bangladesh, India, for Pakistan as well as other countries of South and Southeast Asia,
where English is not the native or the official language, and where knowing English can help
people to earn a better standard of living than what they could if they spoke in the vernacular
(Jakobsen and Tonnesen 2018).
Knowing English is also something that is known to boost confidence in an individual.
People in non-English speaking countries in the Third World are seen to appreciate the
knowledge and ability to communicate in English and at times, in certain societies the
knowledge of English is considered to be an advancement that leads to social upliftment. In
South Asian societies for instance, the ability to speak and write effectively in English is

DISSERTATION – ENGLISH LANGUAGE TEACHING IN BANGLADESH6
something that is seen as not only necessary and essential but also as something that is rather
upscale, which is all the more reason why English language learning and teaching is coveted in
this part of the world (Konnig et al. 2016).
To develop the skills of reading, writing and listening in English are by far the most crucial
objectives associated with teaching English language. This is a process that is aimed at helping
the learner to gauge sentences and more complex communication structures in English, to be
able to put down sentences in English on pen and paper, and to be able to read a piece of writing
that is written in the English language, which could be basic English or difficult English based
on the level of the learner (Konnig et al. 2016).
1.2. Common Methods of Teaching English
When it comes to actually imparting lessons in the English language, it is important to
remember that there are a variety of methods that are involved in the process. It begins with
methods that are simple and easy for a learner to follow and proceeds to methods and techniques
that can be absorbed or implemented by more advanced learners. To begin with, the most basic
method that is used in the teaching of English as a foreign language is the Direct Method. This is
the method where the maximum instruction or teaching is done in the English language and as
such it is not really meant for people who are non-native speakers of English. The second
important method that is conventionally used for the teaching of the English language is the
grammar translation method of teaching English whereby the basics of the English language are
first explained and written out in English and then translated to the medium of the vernacular that
is spoken by the subject population who is being taught the language (Ara 2009). This happens
to be a process that is rather long drawn out, and time consuming and often the teacher and the
student can both get severely exhausted in such a teaching and learning process. Yet for non-

DISSERTATION – ENGLISH LANGUAGE TEACHING IN BANGLADESH7
native speakers of English, this is the method that is seen to generate the most effective results
for the most part, as the teaching is done by first explaining all important basics in English
followed by a translation into the vernacular, enabling the learning population to understand
exactly what it is that is being taught and why it is being taught (Jaksobsen and Tonnesen 2018).
A third crucial method of the English language teaching process is the audio lingual
process. This is a process that involves the use of various types of dialogues and much of the
teaching and learning is carried out by entering into a dialogue of communication in English
between the teacher and the learner and also between and among fellow learners (Konnig et al.
2016). The new language of English is something that is first read out to the learners, and they
get to hear and understand what the new language. Once this is carried out, they are drilled in the
sound of the language extensively before they get to learn the written form of the language. Total
Physical response is also quite a well-known method of teaching English and it rests a lot on the
notion of aural comprehension. According to such a method it is important for the learner to
listen to and understand a number of simple commands that are associated with English language
teaching, such as to sit down or stand up, so that they are able to respond in an adequate manner
when they are spoken to or they are communicated with in the English language (Ara 2009).
1.3. New Methods of Teaching English
Over and above the conventional methods of teaching English, there have also emerged in
the recent past new innovate methods that are associated with teaching English. These are
methods that can be used for teaching English to native speakers, but especially to those for who
English is a foreign language and who are learning this new language for the very first time in
their lives. As such, the new methods of teaching English are those that entail the teaching of