This Handbook is a comprehensive overview of English language education in Bangladesh. Presenting descriptive, theoretical, and empirical chapters as well as case studies, this Handbook, on the one hand, provides a comprehensive view of the English language teaching and learning scenario in Bangladesh, and on the other hand comes up with suggestions for possible decolonisation and de-eliticisation of English in Bangladesh.
The Handbook explores a wide range of diverse endogenous and exogenous topics, all related to English language teaching and learning in Bangladesh, and acquaints readers with different perspectives, operating from the macro to the micro levels. The theoretical frameworks used are drawn from applied linguistics, education, sociology, political science, critical geography, cultural studies, psychology, and economics. The chapters examine how much generalisability the theories have for the context of Bangladesh and how the empirical data can be interpreted through different theoretical lenses.
There are six sections in the Handbook covering different dynamics of English language education practices in Bangladesh, from history, policy and practice to assessment, pedagogy and identity. It is an invaluable reference source for students, researchers, and policy makers interested in English language, ELT, TESOL, and applied linguistics.
Table of Contents
List of figures
List of tables
List of Contributors
Foreword: Reclaiming ELT in Bangladesh (Alastair Pennycook)
Prologue: The trajectory of the Handbook
1. Introduction: English Language and English Language Education in the Multilingual Ecology of Bangladesh: Past, Present and Future (Shaila Sultana and M Moninoor Roshid)
Part I: History, Language-in-Education Policy and Planning in Bangladesh
2. From the Infrastructure to the Big Picture: A Critical Reading of English Language Education Policy and Planning in Bangladesh (Shakila Nur, Megan Short and Greg Ashman)
3. A Balanced Approach to Language-in-Education Policy and Planning in Bangladesh: Rethinking the Current Trend (Tania Rahman)
4. Confluence of Influences Shaping ELT in Bangladesh (A. M. M. Hamidur Rahman)
Part II: English Language Curriculum Reformation and Pedagogical Practice
5. Starting from Practice: A Microanalysis of Participants’ Compliance to de facto L2-only Schooling in a Bangladeshi ESL Classroom (Rizwan-ul Huq)
6. Are Tertiary EFL Learners Ready for Input Enhancement Technique in Bangladesh? (Akhter Jahan and Subramaniam Govindasamy)
7. Future Directions for Research-based Academic English Education at EFL Universities: An Evaluation of the Context (Md Golam Jamil and Kazi Mafizur Rahman)
Part III: Assessment and Testing in ELT
8. English Language Assessment in Bangladesh: Washback Effect of Current Practices and the Way Forward (Rubina Khan)
9. The Methods of Learning English Language: A Critical Evaluation of Test-focused Teaching in Bangladesh (Sabrin Farooqui)
10. An Impact Analysis of Questions within an External Examination on English Language: Reflecting on Validity and Reliability (Md. Zulfeqar Haider, Robiul Kabir Chowdhury and Jack B. Holbrook)
Part IV: Teaching English Language versus Literature
11. Grace under Fire: A Reflection on the State of English Studies in Bangladesh (Shamsad Mortuza)
12. Towards critical–affective pedagogy: Anglophone literatures in Bangladeshi English language classrooms (Mashrur Shahid Hossain)
13. Literature in language Teaching: The Myths and the Realities in Bangladesh (Mian Md. Naushaad Kabir)
14. Content and Language Integrated Learning: A Case Study on Simultaneous Teaching of English Literature and Language in a Private University in Bangladesh (Asif Kamal)
Part V: Language Learning and Construction of Identity
15. Perception of Social Class and the Discursive Construction of Identity in the Medium of Instruction Space (Iffat Jahan)
16. “Khaet” (Hick) vs. “Fast” and the Construction of Others: Educational Background and Identification of University Students in Bangladesh (Shaila Sultana)
17. Socioeconomic Identity Practices of Bangladeshi Young Adults through English Pronunciation (Saima Akter)
18. A Critical Exploration of Private University Students’ Approach toward English as a Medium of Instruction in Bangladesh (Mahmud Hasan Khan and Shaila Sultana)
19. Investigating Gender Equity in a Primary Level English Language Textbook in Bangladesh (Afroza Aziz Suchana)
20. Identity construction and Professional Performance of Government College Teachers in Bangladesh (Kakoli Chowdhury and M Moninoor Roshid)
21. An Autoethnography of a 'Musafir' Life exploring English Language Education (M. Obaidul Hamid)
Part VI: Teacher Education and English for Economic Development
22. The Role of Language Teacher Associations in Professional Development (Arifa Rahman)
23. Curriculum of English Language Teacher Education in Bangladesh: Relevance of Morgan’s Critical ELT Approach (Anwar Ahmed)
24. English for Human Capital Development (Md. Maksud Ali and M. Obaidul Hamid)
25. BELF Competence for Professional Communication in the Ready-made Garments Industry in Bangladesh (M Moninoor Roshid)
26. Ideologies of English as a Language for Economic Development in Bangladesh: Critical Insights from Two Research Projects in Bangladesh (Qumrul Hasan Chowdhury and Elizabeth J. Erling)
27. Conclusion: Lessons from the Past and the Future Directives for English Language Education in Bangladesh (Mahmud Hasan Khan, Mian Md. Naushaad Kabir and Md. Zulfeqar Haider)
Shaila Sultana is a Professor in the Department of English Language, Institute of Modern Languages, University of Dhaka, Bangladesh, has been educated at Jahangirnagar University (Dhaka), Monash University (Melbourne), King’s College (London), and UTS (Sydney). Her research interests include trans approaches to language and identity, sociology, critical geography, and the historical and sociocultural significance of English in post-colonial countries. She has authored articles in renowned international applied linguistics journals, such as Linguistics and Education, International Multilingual Research Journal, International Journal of Bilingual Education and Bilingualism, Journal of Asia Pacific Communication, Asian Englishes, Translanguaging and Translation in Multilingual Contexts, International Journal of Multilingualism, and Journal of Sociolinguistics. Her co-authored book entitled Popular Culture, Voice and Linguistic Diversity: Young Adults On- and Offline has recently been published by Macmillan, Palgrave (USA). Two chapters titled "Gender performativity in virtual space: Transglossic language practices of young women in Bangladesh" and "Linguistic and multi-modal resources within the local-global interface of the virtual space: Critically aware youths in Bangladesh" have also been published in Language and Culture on the Margins. Global/ Local Interactions and Critical Inquiries in the Studies of Sociolinguistics of Globalization from Routledge Critical Studies in Multilingualism (UK) and Multilingual Matters (USA), respectively.
M. Moninoor Roshid is Associate Professor of English Language Education in the Institute of Education and Research (IER), University of Dhaka, Bangladesh. He has about two decades of experience in language teaching and research. He was awarded his Ph.D. on Teaching English as a Second Language (TESL) at Monash University, Melbourne, Australia. He has a number of publications on English focusing on ELF, international business communication, material development, discourse analysis, graduates’ employment, and university-industry partnership published by Sense, Sage, Routledge, Multilingual Matters, and Cambridge Scholars. His recent co-edited book is Engaging in Educational Research: Revisiting Policy and Practice in Bangladesh published by Springer, Singapore.
Md. Zulfeqar Haider received his PhD in Teaching English as a Second Language (TESL) from Monash University, Australia where he did his MEd (TESOL) previously. He serves as a teacher trainer, teacher and coursebook writer for various government-run projects and institutions. He is the co-author of six English textbooks titled English for Today published by National Curriculum and Textbook Board (NCTB), Bangladesh. A Professor and the Head of the Department of English, Govt. Muminunnisa Women’s College, Mymensingh, Dr. Haider has been a member of the English Curriculum Committees of NCTB. His research interests include teachers’ professional development and learning, language testing and assessment, and 21st century learning. He has published more than a dozen scholarly articles and book chapters in local and international journals and books.
Mian Md. Naushaad Kabir is Assistant Professor in the Department of English Language, Institute of Modern Languages, University of Dhaka. He holds a Ph.D. from The English and Foreign Languages University, Hyderabad. He is the Vice President of Bangladesh English Language Teachers Association (BELTA) and Founding Executive Editor of BELTA Journal. His areas of interest include curriculum and materials evaluation, testing and assessment, multilingualism and multiculturalism, ecolinguistics, and translingualism.
Mahmud Hasan Khan is an Associate Professor, teaches English in the Department of English and Humanities, University of Liberal Arts Bangladesh. He has two Ph.Ds from the International Islamic University Malaysia and Macquarie University, Sydney, Australia. He examines the debates around medium of instruction policy and politics/ formation of identity from a discourse analytical perspective. He has taught and published scholarly articles and book chapters in his areas of interest. His recent publications have appeared in journals like Discourse: Studies in the Cultural Politics of Education, Asia Pacific Journal of Education, Higher Education and Multilingua: Journal of Cross-Cultural Studies.