Bangladeshi ELT Teachers: Classroom Teaching Problems

The current approach of English Language Teaching (ELT) all over the world is communicative (The Communicative Language Teaching or CLT). Very recently, the academicians of Bangladeshi ELT context with the backing of the Government has founded CLT in the general education .CLT requires interactive classroom activities with the integration of the four language skills of reading, writing, listening and speaking. Nevertheless, for the construction of sufficient interaction and quadrupleskilled integration in classrooms there await some barriers for the Bangladeshi teachers. My present essay is the ponder of Bangladeshi English teachers' probable barriers in making the classrooms interactive and integrative with the tasks and activities engaging the four language skills along with their compatible pragmatic solutions. "Interaction is the collaborative exchange of thoughts, feeling or ideas between two or more people, resulting in a reciprocal effect on each other. Theories of communicative competence emphasize the importance of interaction as human beings use language in various contexts to 'negotiate' meaning, or simply stated, to get an idea out of one person's head and into the head of another person and vice versa." (Brown 165) Such interaction can be actualized in a CLT classroom basically through pair-works and group-works focusing "at the suprasentential or discourse level"(Larsen-Freeman 134) with "cohesion and coherence" (Larsen-Freeman 134) of the target language (TL) integrating or merging both the receptive language skills (listening and speaking) and the productive language skills (speaking and writing) emphasizing on the semantic negotiation all the time. Hindrances of so, however, could be the followings: A. The entrusted administrator of an educational institution might prefer "a traditional whole-class methodology"(Brown 179) of ELT in the name of maintenance of discipline in which language teaching is teacher-oriented and lecture-based and the students are the quiet receivers of the teacher's deliverance. On such a contextual administrative ground partnership dialogue practicing, reading and listening context-based instantaneous question and answer tasks, peer checking, semantically relevant substitution drills and other activities exclusive for performing in pairs and also games, roleplay, simulations, drama, projects, interview, brainstorming, information-gap, jigsaw, problem-solving and decision making, opinion exchange and so on exclusive to be conducted in groups would be impossible to be held.

B. The conventional cultural notion of ideal teaching might hamper the Bangladeshi teachers to gear an interactive and integrative class which expects students' silent passivity during the class while receiving the teacher's lecture-based instructions in "orderly fashion speaking only when spoken to by the teacher"(Brown 179). Intra-group unbarred interaction might be considered a violation of the cultural convention of managing an ideal class against which the teacher would have to fight prudently to settle interaction and integration of the four skills of the TL. C. Very few ELT classes of Bangladesh are not large.The usual class-sizes exceed "seventyfive"(Brown 179) or even hundred.Therefore,when a teacher attempts to divide such a large class into groups it ultimately gives rises to managerial difficulties.Eventually,the teacher would face complications in monitoring the pair or group activities ensuring the "importance of meaningful ,purposeful language and communication ,which in turn must allow the student to give vent to creative possibilities"(Brown 181).To "circulate among the groups, listen to students ,and offer suggestions and criticisms"(Brown 181) would demand more time and effort than a teacher can

usually afford. D. Along with the monitoring problem of large classes inaccurate dealing of the student-errors should be added. In a large class "students will simply reinforce each others' errors (Brown 181) where the teacher gets bare chances of correcting them being the victims of the other adverse administrative and managerial circumstances. E. Mother- tongue (first language or L1) interference could be limitlessly frequent in a linguistically homogeneous ELT class unless the teacher authoritatively monitors and controls the situation. Students "in small groups will covertly use their native language"(Brown 180). Consequently, the purpose of adopting the CLT technique of learning "to interact ...through interaction itself"(Brown 165) would be under the threat of failure.

F. Sometimes students' behaviors also object the interactive and integrative management of an ELT classroom. Teenaged students could be "unruly"(Brown 179) being in the freedom of pair and group activities "where discipline is the major issue"(Brown 179). G. Students' idiosyncratic styles of learning would be another obstacle of making a classroom interactive and integrative. The consequences of such varied styles in group works are as followed: " &bullA highly left-brain oriented student is put off by the otherwise more right-brain members of the group. &bullQuicker(impulsive) thinkers tend to blurt out their ideas ,overwhelming the slower(reflective)thinkers, or, &bullImpulsive learners get easily frustrated with the group process, which they perceive as circuitous. &bullCompetitive members of a group are reluctant to share information with the others. &bull'Talkative'students dominate the process." (Brown 182) Moreover, in the cases of adult learners the teacher might encounter some students' preference of isolated involvement in the TL oriented tasks and activities rather to the collaborative involvement of so being in pairs or groups. The following solutions can be taken against the just highlighted barriers of the Bangladeshi teachers in increasing the comprising of interaction and integration of the four skills in the ELT classrooms: A.Convincing the administrative authority of the respective institution of the ELT teacher to make the classroom suitable for processing various group and pair activities; B.Modification of traditional cultural concept of an ideal classroom for language learning of the bearing administration, students and also guardians through tangible demonstration and explanation; C.Dividing a large class into considerable sections for the convenience of successful monitoring and adequate treatment of errors; D.The teacher's zealous, inviting and encouraging presentation of personality in facilitating pair and group activities maintaining a covert strong authority not to allow the students to trespass the threshold of language learning purpose while engaging in interactive and integrative tasks in pairs and

groups; E.In dealing with the L1 interference in the classroom the teacher should be culturally and emotionally tolerant and sensitive. Rather than strictly prohibiting the usage of L1 in the class for the clarification of the generally incomprehensible instructions of the teacher to the students and in the cases of sheer indecipherability of the students' own peers' spoken productions or of their helpless collapse in phrasing the intended expressions in the TL, L1 can be provisionally allowed for the students of lower proficiency level and then gradually the situation could be reduced to the nil interference of L1. F.The teacher should be affectingly and thoughtfully discreet and delicate in handling the students' individual styles of learning the TL. Sometimes the contrastive combination of the introverts and extroverts or spirited and apathetic personalities within pairs and groups would produce maximum success. Sometimes the association of homologous personalities in pairs and groups would produce best results. The teachers' keen observation and profound practical reflection based on the existing ELT context would assist the teacher to endorse the precise decision of appropriate strategic investment. The present sketchy essay is in fact a contemplation over some presumed barriers and their corresponding solutions that the Bangladeshi ELT teachers might face and ultimately need in commencing intensified interaction with the integration of the four skills to make their classes successful issues of CLT. Scenarios might vary with the diversions of contexts. Therefore, the CLT teachers should be dynamically equipped with professional sensibility and in depth teaching knowledge to take swift realistic and novel steps to win over the freshly sprung hurdles. Bibliography: 1.Brown, Doglus H.Teaching by Principles:An Interactive Approach to Language Pedagogy.3rd ed. New York: Longman, 2001. 2. Larsen-Freeman, Diane.Techniques and Principles in Language Teaching.New York: Oxford University Press, 1986.

English Teaching in Bangladesh

Prof. Mustafa Kamaluddin THE popularization of English in this subcontinent was the result of the efforts made by Macaulay-Bentick in the early 19th Century. English became the medium for higher education then. Further, in 1835 English became the official language of the English rulers in India. As a result the learning and practice of English spread widely throughout the subcontinent. In the schools, colleges, universities, courts and almost everywhere English became very popular. Though the process was lengthy and staggering, it continued successfully. By the end of the nineteenth century, English had a sound footing and the Indians mainly the educated class had mastered the language quite successfully. In Bangladesh, English is treated as a foreign language rather than as a second language. As such the learning of it depends more on the aptitude and ability of the teacher and the usage and, or necessity of the learner. Bangladesh (formerly East Pakistan and before that East Bengal) has undergone a series of political and socio-economic changes that have greatly influenced the learning of English as a foreign languages. The partition of Bengal in

1905 and its unification in 1906, the creation of Pakistan in 1947 and finally the birth of Bangladesh in 1971 have all had their impacts of the attitudes and motivation of learning English. In 1971, the spirit of Bengali nationalism dimmed the urge of English as an international language. Also the cost of education rose and the poor people especially those living outside the capital were deprived of higher education. As a result, in the postliberation period in Bangladesh the learning of English has deteriorated and the practice still continues. The reasons for the decline in learning of English are not difficult to find. The learning of English, or any language for that matter is a two-way action. That is the teacher and the learner. This is, of course, to be supported by the social, economic and political environment, The necessity of learning English as an international language has to be felt and understood. The merits and advantage of English has be nationally accepted and given due attention. This aspect is primarily known as motivation for learning. Unless you have a clear and comprehensive target for learning English the pursuit of English will be deterred. We often hear the maxim for learning 'there is one and only one pre-condition for successful learning, and that is a good teacher. "This is, of course, true . However, we have to take into consideration other factors that, to a great extent, govern successful learning. In learning a foreign language, it is, as has been quoted, assumed that learning depends almost entirely upon the teacher with his language proficiency, professional and academic qualifications, teaching methods and his ability to co-operate and interact with the students. However, researches have proved beyond doubt that the learner's proficiency varies according to aptitude, social environment and with or without attitude and motivation. Researches and investigations have shown that the learner's attitude and motivation greatly influence the learning of the English language. Bangladesh has a monolingual setting. Bangla is the only language that reigns here. It is the state language and the mother tongue of the majority of the population. In this set-up it is not very difficult to propagate a motivation for learning English as a foreign language. The motivation has to be created indicating the privileges and advantages of learning English in the present era of globalization. Once the motivation is established, the attitudes of the learners will be significant and positive. Measures and practical steps are necessary to be taken to generate interest in learning foreign language. Although there is prevalent a fifty-fifty ratio regarding general interest of students in studying of foreign language. the ratio can be favorably changed by constant advice on the importance and facilities of studying a foreign language, through lectures, seminars, radio show etc. Once the general interest is successfully generated among the students-attitudes will follow and learning of English will become easy. It is not that the students, who are mainly the young learners, are averse towards learning English. Tests and sub-tests in this regard prove that 70% of the students are eager towards learning English. Some factors, mainly due to the lack of trained English teachers hamper the learning of English in Bangladesh. One chief factor is the English class anxiety-students fear English like a child that fears darkness. A discomfort prevails among the students while learning English. Only experienced and trained teachers can help the students overcome the tension and anxiety in the class.

The efficiency of the English teacher plays a vital rule in creating the attitude of students towards leaning English. Besides knowing the subject well, he/she is required to have qualities essential to become a successful teacher. Unfortunately, in Bangladesh at present such teachers are few in number. An English teacher should be friendly, reliable, considerate, pleasant in behavior, efficient, sincere, dependable and cheerful. He should also be patient and eager to learn the problems of the students. A dedicated teacher is a source of inspiration and interest to the students. All the above mentioned qualities do not appear in a teacher simply by getting academic degrees. They become part of him through training and experience. It is, therefore, necessary that English teachers in Bangladesh have training in English teaching. The training may be as follows) Pre-service Training b) In-service Training Before joining an assignment as English teacher, he/she ought to have a Pre-Service Training for a period ranging from 3 to 6 months. Teaching methods, class room management, and necessity of learning English, motivating student, generating interest along with proficiency in English-all these should be taught and trained to the teachers before practically entering the classroom. This training of course, should be intensive to make the teachers fully aware of the responsibilities that await them. The In-Service Training is equally important and helps the teachers to keep updated with ideas and conceptions incorporated in the curriculum and also modem trends in teaching methodology. The In-Service Training may be offered either annually or bi-annually. The he In-Service Training should be compulsory and may take place within the country or abroad. Such programs will be incentive to the teachers and offer re-creation from the monotony of day-to-day class room teaching. The regularly trained teacher will be vibrant and eager to exercise his training and become a valuable asset to the teaching community. One main problem of learning English in Bangladesh results from saturation of English teachers in the capital city, Dhaka. English teachers mainly reside and work in the capital only. As a result the schools and colleges in the whole country outside Dhaka suffer immensely due to lack of English teachers. This again is due to the economic status of English teachers in Bangladesh. An English teacher in Dhaka gets a handsome salary and also earns enough money through private tutoring. The schools and colleges in 'muffasal' and remote areas in Bangladesh cannot offer such bursary rolls. A national awareness in this respect is necessary. Qualified and trained English teachers should come to realize that they have a responsibility to the nation and their services are necessary for the nation. It is important to take into consideration all the factors integratedly and approach English teaching in a positive manner. The teacher-learner relationship must be effectively evaluated and only then can English teaching in Bangladesh be constructive and productive. (Professor & Chairman Department of English Bangladesh University)