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• W2338750960 abstract "Bangladesh‟s need to be a part of the global community has manifested itself in the government‟s implementing compulsory English learning at various levels of education. However, writing samples of tertiary level Bangladeshi students show that even after twelve years of English learning, students‟ proficiency of English is far below the required standards to study abroad or in English medium universities in the country. Local experts believe that the main reason for the students‟ low proficiency lies in the wrong method of teaching English at the primary level. The fact is, although theoretically, children learn a language quicker than adults, wrong methods of teaching can bring in an opposite result. In Bangladesh, students are not getting benefited from compulsory primary English education as the effects of wrong learning at this level are preventing their English language development even at the later stages. Therefore, it is high time to change the existing methodology for teaching English at the primary level. This paper focuses on the problems in the existing method of teaching English at the primary level, shows some effective ways of teaching English at this level and finally suggests some policy level changes to make English education really fruitful in Bangladesh. “I very glad, when I got Sec: 04 ENG 105. ENG 105 mean that Bussiness English. It is necessary to every Bussiness study student. I like Sec 04 because in before take this Course I heart Sec 04 inustactor is well to teach.” “Everyone have an individual dream of his or her own. To make an identy, to know knew things, to get knowledge of surroundings. People wants to study” These are writing samples of students who are studying at different public and private universities in Bangladesh. Though unfortunate, this is the English language proficiency of most of the students in Bangladesh after complet ing twelve years of compulsory English education at the primary, secondary and higher secondary levels. Instead of good results in the secondary and higher secondary exams, most of the students with the mainstream education background belong to a very poor level of English language proficiency when they are at the tertiary level. As a result, they have to struggle to cope with the courses they need to pursue in English and cannot think of going abroad for education because of their low proficiency in English. This picture is really frustrating and not expected from those with twelve years of compulsory English education. In an article t itled “English Language Teaching in Bangladesh: Problems and Prospects,” Arifa Rahman mentions that according to language experts, 1000 contact hours for English learning is enough to get a good hold of the language and if our students learn English from class viii to class xii they get the same amount of time. Therefore, since they start learning English from class one, they are getting almost double the amount of contact hours and their proficiency level should be lot better (1988). Therefore the obvious question is, why despite spending more than enough time required for English learning students have such a poor level of proficiency. If we look back to the history of English education since independence in 1971, it was not very positive for almost two decades as English teaching and learning was not given proper importance because of the dominance of Bangla as the official language of Bangladesh. However, due to great demand for English globally and the need to be at par with the modern world, the importance of English language was realized afterwards and a lot of changes took place at the policy level to improve" @default.
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• W2338750960 date "2010-01-01" @default.
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• W2338750960 title "Different strokes for little folks - the need for a different methodology for primary English education in Bangladesh" @default.
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