20 Myths and fables 21 Let’s write 22 Mother earth 2.6 Curriculum analysis of English Bangladesh has a single and unified education system. The NCTB introduced the curriculum for the secondary level across the country, but the syllabus was not introduced to the teachers and the textbook writers through any orientation. For instance government did not arrange any proper training for the English teachers encompassing the new curriculum and textbooks. In order to implement change successfully, it is essential to understand that English is not like most of the other subjects specified in the curriculum. For instance, unlike them, English is not a content-based subject, but a skill-based subject. It is not about any particular topic, but, rather, it is about practicing something on 4 skills. The NCTB curriculum suggested an evaluation system that would assess the students’ progress by means of continuous assessment, and attainment by means of an end term examination in line with their ability to use English in communication. However, it was observed that out of eight schools, a few schools only developed evaluation tools in the light
Strategy Practice 56 %,Communicative method 25%,Group work 19% Practice 38 % Communicative method 37%,Group work 25% Class room leadership Conducive environment38%,Problem solving 25%,Encouragement 19% Conducive environment 31%,Problem solving 19% Assistance from Principal Encouragement 31 % Impartial attitude 25% and Teaching aids and facilities 19% Teaching aids and facilities 31 %, Impartial attitude 25% Encouragement 25% English language club Fueling listening and speaking 50 %,Authentic pronunciation 31% Fueling listening and speaking 38 %,Better performance 37% Working in pairs Better and effective 50 %,Inspiration 25%, Problem solving 25% Problem solving 50 % Better and effective 38% Inspiration 12% Wrap-up: According to English teachers’ opinion, a large student size is a dominant problem in
Modern technology Very essential 75 % Essential 25% Very Essential 75 % Essential 25% To appoint skilled teacher 50%, Technology and curriculum 25%, Practice 25% To appoint skilled teacher 25% Technology and curriculum 50% Practice 25%, Govt. assistance Skilled teacher 25% Reduce student size 25% Good environment 25% Modern classroom 25% Skilled teacher 25% Reduce student size 25 % Good environment 25% Modern classroom 25% Required skill Friendly attitude 50 %, To teach easy way 25%, Proper knowledge 25% Friendly attitude 50 % , To teach easy way 25%, Proper knowledge 25% Importance of English among all subject Related to other subject 50%, Higher study and internet 25% Global language 25%, Related to other subject 25% Higher study and internet 50%, Global language 25% , Environmental Contribution High 50 %, Less 50% High 75 %, Less 25% Teaching approach Friendly attitude and knowledge 50 % To teach easy way 25%, Friendly attitude and knowledge 25% To teach easy way 50 %
Teaching by technology 25% Teaching by technology 25% Supervision by Guardian Once in a month 50 % Twice in a month 25% Every week day 25% Once in a month 25% Twice in a month 25% Every week day 50 % Extra class and home work Very essential 75% Essential 25% Very essential 50% Essential 50 % Participation of school meeting Regularly 75 % Occasionally 25% Regularly 50 % Occasionally 50% Teaching materials use by English teacher Sometimes 75 %, Always 25% Always 75 %, Sometimes 25% Parents education and income Too much 50 % Not at all 50% Too much 75% Not at all 25% Wrap-up: On the basis of the view of the guardians, lack of any specific English grammar book was a major factor in Bhola while lack of teaching manual was the main problem in Narayanganj
management role Improper 40% Improper 40% Supervise per month Three times 35 %, Once 30% Twice 20% Four times 30 % Twice 30%, Thrice 20% Volunteer attachment Sometimes 60 %, Always 40% Always 60 % Sometimes 40% Interact with English teacher Once 60 %, Twice 40% Twice 60 %, Once 40% Teachers’ salary Not sufficient 60% Sufficient 40% Not sufficient 70 % Sufficient 30% Wrap-up: The opinions of the community members suggest that the lack of English teachers is the reason for low English achievement in Bhola and in Narayanganj. Nonetheless, lack of practice is another dominant factor in Narayanganj. This supports the opinion of school principals and partially by the students’ and teachers’. Thus the lack of English teachers is indeed liable for low English achievement in Bhola and in Narayanganj. The motivational factors for learning English are completely similar in the opinion of community members, students, teachers, and school principals. Students’ in Bhola are mostly motivated by the instrumental factor while students in Narayanganj are mostly motivated by integrative factor.
Average Average Excellent Poor Average Average of teachers Average Average Excellent Poor Average Average Content of class verb Women power Tribal people Mother Teresa Grammar voice Sharing Friends Eskimos Medium of teaching Mixed language Mixed language English Bangla Mixed Mixed Bangla Bangla Teaching method According to the observation, it was noticed that a significant number of teacher followed a discussion methods, a good number of instructor followed a question-answer lecture method; few teachers followed pair work/group work and very few followed simulation and role plays. It was noticed that these all methods were not followed by any teacher completely. Generally, they did not utilize teaching techniques with pair work/ group work, role play and simulation. Also, it was found that teachers did not have a common tendency of encouraging students to answer questions and ask questions during the class which occurred in Bhola. The following characteristics of their teaching style and methods were revealed. Table- 4.8.2 Teaching method followed by the English teacher in the schools method Urban ( Narayanganj ) Rural ( Bhola ) School A School B School C School D School A School B School C School D