Abstract:
English Language is the only second language, taught in Bangladesh. Being an official language,
it is very important to learn how to use it properly in both social and administrative setting. In
order to teach the language properly lots of effort have already been given to design the course
curriculum at higher secondary level. This project is an investigation on the current scenarios of
teaching conditions in Bangladeshi schools. We try to observe closely the teaching methodology
and the learning procedures. The project aims at how different challenges of teaching English is
tackled, how the teachers design and conduct course materials and what is the outcome of the
students. We have found that the teaching quality is not well distributed among all the schools
even in the same locality. The rank of the school, the qualification, experience of the teachers
shape the learning rate of the students. Some of the teachers are not aware of modern teaching
methods, group activities in the classroom and use of technology. We try to pin point the short
comings and propose a wide range of suggestions to improve the current scenario based on our
hands on experience by observing the classes closely.
Description:
English has become an indispensable part of our day to day life. Despite its being a second
language, we use it for education, finance and administrative purposes. The existing teaching
system encourages us to memorize. The scope of learning is limited to merely passing exams,
getting a job or writing some official letters. The teachers focus more on grammatical rules
rather than real life communication and their teaching skills are also questionable. On the
other hand, the students are also scared and distracted about what to learn exactly. As a result,
we are far from the native speakers in terms of interaction. In my observation I found that, of
the popular method of teaching, Grammar Translation Method (GTM) is most prominent
across the school college of Bangladesh. Some other popular method like Total Physical
Response (TRP), Communicative Language Teaching (CLT) and Silent Method should also
be considered with equal importance. In order to succeed in the process of teaching the
teacher should incorporate creativity and communication.
