Md. Abu – Abdullah :
English is the most influential language throughout the world. During the British rule, English was the medium for the colonial administration, education, and trade and commerce. It was a bridge between the rulers and the ruled of Indian subcontinent. However, after the independence of Bangladesh, English language suffered a serious negligence. It so happened because of the strong public sentiment in favour of the mother tongue Bangla. That may be somewhat good but to keep pace with the modern world, the importance of English cannot be denied. Unfortunately, English Language Teaching and learning condition at higher secondary level has been suffering badly; though English is still a compulsory subject from primary to higher secondary levels. Teaching and learning of English in our schools, colleges and universities are not being done in the proper way. In most of the cases, the grammar learning has been given added importance; the textbook contents are taught and learnt without good understanding. It is delighted to know that the present government of Bangladesh has given a lot of importance on English and accordingly developed a new English curriculum attaching equal importance to the four language skills. The principal purpose of this curriculum is to enable learners to use English in real life situation. This practice is carried out through the four language skills listening, speaking, reading and writing. It will make the learners fit for the competitive globalized world of the 21st century.
The major problems of teaching and learning English at higher secondary level, as I visualize, are lack of teacher training, appropriate teaching materials, proper infrastructure, lack of efficient teachers, teachers’ motivation, and so on.
Overemphasis on the grammatical accuracy, much preference given to Bangla in teaching English, limited scope for practice are some other barriers. Among them, lack of teacher training is one of the major problems found in teaching English at higher secondary level. There is lack of training opportunities for teachers of this level and most English teachers are reluctant to be trained up. They always sneer at the teacher training. The teachers without training believe that they know much more than trainers (!). Their conceit kills themselves and the dormant potentials of the learners. Besides, the appointment procedures of teachers in non- government schools and colleges are not so transparent. In many cases, the appointment of a teacher depends on money not upon merit. Consequently, most of the teachers are seen to be insincere in their classroom. They teach the learners without any plan or target in mind. They do not have any knowledge of updated teaching methods and techniques. So, they never motivate the learners to practise speaking inside and outside the class. Instead, they encourage the learners for going to private tutorial home. This evil intention of someone is seen every nook and corner. If this situation goes on, a large portion of learners will gradually be idle and inactive. Their brain will be paralyzed one day and although they pretend to learn English, they will never learn it.
Moreover, traditional teaching methods followed by majority teachers is not suitable for teaching communicative English. It does not serve the purposes of the new curriculum. Truly speaking, there is an inconsistency between our curriculum, teaching approach and examination system. That is why, learners are nowadays exam-oriented. They always focus on examination not the aims, objectives and intentions of the curriculum. Grammar-Translation method is still applied by many teachers in teaching English language at higher secondary level. Many teachers put over emphasis on grammatical accuracy which has become a panic to the learners. It is a wrong way to learn grammar first and then to learn that language. So the performance of learners in English in our country is not satisfactory.
To provide the learners maximum benefit and to make the class fruitful and enjoyable, teachers should involve the students in a variety of activities such as group work, pair work, role play, question-answer, discussion, debating, etc. Textbook should be followed strictly. Classes should be participatory and students-centred. Tasks should be interesting and relevant to the learners’ life and environment. All four basic skills would be practised in the classrooms in an integrated manner, not in isolation.
Grammar would be taught through communicative approach. Some language games, puzzles and jokes may be used as exercises for developing students’ language skills through fun and entertainment. In every class, new vocabulary would be introduced.
I learnt it from a training program financed by TQI-II and hosted at Teachers’ Training College, Dhaka that teachers can influence the students to a great extent. If English teachers are provided training and if they are motivated to bring positive changes in the field of English language teaching and learning at higher secondary level, there will be positive changes.
English is the most influential language throughout the world. During the British rule, English was the medium for the colonial administration, education, and trade and commerce. It was a bridge between the rulers and the ruled of Indian subcontinent. However, after the independence of Bangladesh, English language suffered a serious negligence. It so happened because of the strong public sentiment in favour of the mother tongue Bangla. That may be somewhat good but to keep pace with the modern world, the importance of English cannot be denied. Unfortunately, English Language Teaching and learning condition at higher secondary level has been suffering badly; though English is still a compulsory subject from primary to higher secondary levels. Teaching and learning of English in our schools, colleges and universities are not being done in the proper way. In most of the cases, the grammar learning has been given added importance; the textbook contents are taught and learnt without good understanding. It is delighted to know that the present government of Bangladesh has given a lot of importance on English and accordingly developed a new English curriculum attaching equal importance to the four language skills. The principal purpose of this curriculum is to enable learners to use English in real life situation. This practice is carried out through the four language skills listening, speaking, reading and writing. It will make the learners fit for the competitive globalized world of the 21st century.
The major problems of teaching and learning English at higher secondary level, as I visualize, are lack of teacher training, appropriate teaching materials, proper infrastructure, lack of efficient teachers, teachers’ motivation, and so on.
Overemphasis on the grammatical accuracy, much preference given to Bangla in teaching English, limited scope for practice are some other barriers. Among them, lack of teacher training is one of the major problems found in teaching English at higher secondary level. There is lack of training opportunities for teachers of this level and most English teachers are reluctant to be trained up. They always sneer at the teacher training. The teachers without training believe that they know much more than trainers (!). Their conceit kills themselves and the dormant potentials of the learners. Besides, the appointment procedures of teachers in non- government schools and colleges are not so transparent. In many cases, the appointment of a teacher depends on money not upon merit. Consequently, most of the teachers are seen to be insincere in their classroom. They teach the learners without any plan or target in mind. They do not have any knowledge of updated teaching methods and techniques. So, they never motivate the learners to practise speaking inside and outside the class. Instead, they encourage the learners for going to private tutorial home. This evil intention of someone is seen every nook and corner. If this situation goes on, a large portion of learners will gradually be idle and inactive. Their brain will be paralyzed one day and although they pretend to learn English, they will never learn it.
Moreover, traditional teaching methods followed by majority teachers is not suitable for teaching communicative English. It does not serve the purposes of the new curriculum. Truly speaking, there is an inconsistency between our curriculum, teaching approach and examination system. That is why, learners are nowadays exam-oriented. They always focus on examination not the aims, objectives and intentions of the curriculum. Grammar-Translation method is still applied by many teachers in teaching English language at higher secondary level. Many teachers put over emphasis on grammatical accuracy which has become a panic to the learners. It is a wrong way to learn grammar first and then to learn that language. So the performance of learners in English in our country is not satisfactory.
To provide the learners maximum benefit and to make the class fruitful and enjoyable, teachers should involve the students in a variety of activities such as group work, pair work, role play, question-answer, discussion, debating, etc. Textbook should be followed strictly. Classes should be participatory and students-centred. Tasks should be interesting and relevant to the learners’ life and environment. All four basic skills would be practised in the classrooms in an integrated manner, not in isolation.
Grammar would be taught through communicative approach. Some language games, puzzles and jokes may be used as exercises for developing students’ language skills through fun and entertainment. In every class, new vocabulary would be introduced.
I learnt it from a training program financed by TQI-II and hosted at Teachers’ Training College, Dhaka that teachers can influence the students to a great extent. If English teachers are provided training and if they are motivated to bring positive changes in the field of English language teaching and learning at higher secondary level, there will be positive changes.
(The writer is the Chairman, Department of English, Panchrukhi Begum Anowara Degree College, Araihazar, Narayangonj. He can be reached at: [email protected])
