'CULTURE' AS A SKILL IN UNDERGRADUATE EFL CLASSROOMS: THE BANGLADESHI REALITIES

As regards the status of English in today's globalization era, 'culture' has turned out to be an essential component in the teaching and learning of English. Some Applied Linguists have even described it as the fifth skill—after listening, speaking, reading and writing—which must be handled adequately in EFL classrooms. By appreciating and acquiring the cultural knowledge, values and skills associated with the different varieties of English, EFL students could develop their cultural sensitivities using English as the medium of instruction despite their resentment motivation. Eventually, students would be able to identify and respond to both culturally significant and inappropriate information and think positively about being a part of international environment. Given the growing importance of EFL teaching in Bangladesh, this study investigated the roles of 'culture' in the undergraduate EFL classrooms. That is, the study carefully evaluated the effort and capabilities of the teachers in dealing with culturally sensitive issues in their materials, and the influences of cultural items of English on students' learning. The study made constructive recommendations for English teachers to have successful implementation of cultural skills in their ELT activities regarding Bangladeshi socio-cultural realities which would make students become effective workforce in this challenging era

Understanding EFL Teachers’ Beliefs and Practices in EFL Classrooms: A Phenomenological Approach to the Impact of Teacher Education Program in Bangladesh

The construction of teacher beliefs through teacher education programs and their impact on classroom practices has drawn enormous attention in the concurrent literature. Yet in Bangladesh, little is known about the construction of teacher beliefs through teacher education programs and the impact of teacher beliefs on their classroom practices. Pertinently, the current study aimed at answering the questions regarding teachers’ beliefs about teaching before and after the completion of the TESOL (Teaching English to Speakers of Other Languages) programs to identify the changing patterns of their beliefs. In addition, the study explored their classroom practices to examine whether teachers’ beliefs are in line with their classroom practices after the TESOL programs. Undertaking a phenomenological approach, data were collected from four university teachers through the method of semi-structured interviews and semi-structured classroom observations. The participants were TESOL graduates. We adopted a thematic analysis to analyze our findings. The findings suggested that a dramatic change took place, as a result of TESOL programs, concerning teachers’ beliefs about their role in the classroom, their teaching methodologies and teaching material resources, and their understanding of effective teaching, classroom management approaches, and qualities of a good teacher. Additionally, the classroom observation data was a testimony of the reflection of their newly shaped beliefs on their classroom practices

Challenges Affecting the Implementation of £50 Million In-Service Training Program for English Teachers in Bangladesh

Numerous donor-sponsored in-service training programs have been operated in Bangladesh for English language teachers. EIA was the last donor-funded project that incorporated school-based training. It claimed to acquaint teachers with technology coupled with a lot of interactive activities to be incorporated in the classroom. The aim of the study was to identify the challenges faced by the secondary-school English language teachers in incorporating the elements learned in EIA training into their classroom practices and to identify the solutions to overcome the challenges. The present study undertook reflective theory developed by Wallace (1991). To conduct this study, semi-structured interview with the teachers and semi-structured classroom observation were carried out. Teachers reported some issues that potentially precluded them from employing different activities in their classrooms. In addition, teachers elicited suggestions to overcome the challenges. The interview data were organized thematically. This study was intended as an eye opener for the policy makers in the small states

LANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow The Dysfunctional Bilingualism in Bangladeshi Education and Society

Abstract There has been constant furor over the declining and ineffective standard of bilingual education policy in Bangladesh. Experts have been arguing for imparting English and Bangla language education to the target groups in terms of need instead of imposing bilingualism to all citizens. This paper investigates and deals with the fundamental question of domain-specific bilingualism for Bangladeshis and shows how the country's present bilingual education system and language policy have been thwarting the formation of effective bilingual workforces. And subsequently the paper argues how both English and Bangla have turned out to be liabilities rather than assets for the Bangladeshi society while the creation of resource personnel for both intra-and international domains still remains a far cry