English Language at Secondary Education in Bangladesh

The focus of the study was to explore Bangladesh secondary English teachers understandings about listening and speaking skills assessment as well as to learn the barriers and enablers they encounter in assessing those two skills. The study showed that the Bangladesh secondary English curriculum does not include the assessment of listening and speaking skills, although the curriculum document gives a mandate to teachers to practise and assess all the four language skills listening, speaking, reading, and writing. The study also indicated that teachers taught English mixing with Bangla language; they had not been trained to assess listening and speaking skills; the English curriculum required restructuring to make way for listening and speaking skills assessment; teachers needed listening and speaking resources to enable them to undertake both listening and speaking practices and assessment; and above all, it shows that the teachers need instruction from the education authority in order to start aural-oral skills assessment in schools. This qualitative study with six Bangladeshi secondary school English teachers employed classroom observations and semi-structured interviews.

Autorentext

Ranjit Podder is an Assistant Professor at the Government Teachers Training College in Faridpur, Bangladesh. He has been educating and training secondary English teachers for the last 15 years. His research has focused on the English language education at Bangladesh secondary level but he is interested in any kind of educational research.

Klappentext

The focus of the study was to explore Bangladesh secondary English teachers understandings about listening and speaking skills assessment as well as to learn the barriers and enablers they encounter in assessing those two skills. The study showed that the Bangladesh secondary English curriculum does not include the assessment of listening and speaking skills, although the curriculum document gives a mandate to teachers to practise and assess all the four language skills listening, speaking, reading, and writing. The study also indicated that teachers taught English mixing with Bangla language; they had not been trained to assess listening and speaking skills; the English curriculum required restructuring to make way for listening and speaking skills assessment; teachers needed listening and speaking resources to enable them to undertake both listening and speaking practices and assessment; and above all, it shows that the teachers need instruction from the education authority in order to start aural-oral skills assessment in schools. This qualitative study with six Bangladeshi secondary school English teachers employed classroom observations and semi-structured interviews.