PRIMARY ENGLISH TEACHERS' UNDERSTANDING AND PRACTICE OF EXISTING CURRICULUM OF ENGLISH EDUCATION IN BANGLADESH: AN EXPLORATORY STUDY

Ruhul Amin

Abstract


The study aims at exploring the English teachers' understanding and use of curricular recommendations at primary schools in Bangladesh. Recently, to implement the language teaching policy of communicative approach in English teaching at the primary level, Government of Bangladesh has worked seriously. But with students having little opportunity to use English in their classroom environment and without a sufficient number of qualified English teachers, it is less possible for the students to acquire English language skills as well as to fulfill the purpose of the newest curriculum of NCTB of Bangladesh. Previous researchers have shown that the most of the students of the primary schools are weak in English due to the insufficiency of skilled and trained teachers who are well-known to the latest methodology and approaches of teaching as well as the lack of sufficient materials for teaching in the classroom. The study will also reveal the present condition of English teaching at primary level and investigate the major issues and barriers of teaching as well as reason of not implementing the purpose of latest curriculum by the English teachers’ at the primary level in Bangladesh.

Keywords: understanding, curriculum, implement, CLT, practice, materials.


Full Text:

PDF

References


Ashrafuzzaman, M., Babu, R. and Begum, M. (2010). Strength, Weakness, Opportunity and Threat (SWOT) Analysis of Using Technology in ELT at Primary Level. NAEM Journal, 6(11), 70-76.

Biswas, S. (2018). Challenges of teaching English in rural areas: a study of BRAC Primary Schools in Jessore (Doctoral dissertation, BRAC University).

Haque, Md. F. (2014). Problems of CLT Approach with the Teachers and Students of Bangladesh. Bangladesh Research Publications Journal, 9(3), 175-181.

Harun, Md. and Al-Amin, S. (2013). Continuous Teacher Development through Reflective Teaching and Action Research. Bangladesh Research Publications Journal, 8(1), 69-78.

Islam, S. (2010). Access with Quality in Primary Education: Re-inventing Inter-Organizational Synergy. Bangladesh Education Journal, 9(1), 5-27.

Kabir, H. (2016). “NCTB English Curriculum and Implementation of the Textbook at Primary Level in Bangladesh: An Assessment”, Global Journal, 15 (12), 69-76.

Sadek, M. A, Ahmed, S. S. and Begum, M. (2006). The Problems of English Language Teaching in Rural Primary School. Teacher’s World, 28-29, 49-63.

Salahuddin, A. N. M., Khan, M. M. R., & Rahman, M. A. (2013). Challenges of Implementing English Curriculum at Rural Primary Schools of Bangladesh. The International Journal of Social Sciences, 7(1), 34-51

Sarwar, Fatina. Bangladeshi ELT Teachers’ Barriers in Making the Classroom Interactive and Integrated, Dhaka: Bangladesh University of Business and Technology, 2007.

Sultana, D. (2010). Teaching English at the primary level in Bangladesh : present status, issues and challenges. BRAC University Journal, Special Issue (01), 102–109.

Sultana, S., & Ashrafuzzaman, M. (2016). Teachers Efficiency in Using Materials in English Classrooms: Cases from Elementary Grades of Bangladesh. The Online Journal of New Horizons in Education-October, 6(4).

Yasmin, F. (2009). Attitude of Bangladeshi Students towards Communicative Language Teaching (CLT) and Their English Textbooks. Teacher’s World, 33-34, 49-59.




Copyright (c) 2021 Author(s)

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

© 2012-2022 ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies,Tetovo, North Macedonia.

ISSN (print): 1857-8179. ISSN (online): 1857-8187.

Disclaimer: Articles on Anglisticum have been reviewed and authenticated by the Authors before sending for the publication.

The Journal, Editors and the editorial board are not entitled or liable to either justify or responsible for inaccurate and misleading data if any. It is the sole responsibility of the Author concerned.