6101 Assignment

Abstract: This assignment explores at obstacles that Bangladeshi teachers and students
encounter when learning spoken English and suggests solutions to get beyond these
obstacles. Despite the fact that English is becoming a more important language in the world,
many Bangladeshis still struggle to learn spoken English because of a variety of linguistic,
socioeconomic, and educational barriers. This project seeks to advance English language
competency in Bangladesh in accordance with international standards through analysing
these issues and offering acceptable solutions.
Introduction: English is the universal language of business, academia, and worldwide

communication in our increasingly interconnected world. Therefore, becoming proficient in
this language is essential for both personal and professional success. Although spoken
English proficiency is widely recognised as being important, a large segment of the
Bangladeshi populace encounters substantial challenges when attempting to acquire spoken
English. The success of English language education programmes in Bangladesh is hampered
by a number of obstacles, including persistent socioeconomic inequality and restricted access
to high-quality resources. This assignment explores the various obstacles that spoken English
instruction faces in Bangladesh, analysing the underlying reasons and suggesting workable
solutions. Through proactive measures and focused interventions, we can enable
Bangladeshis to communicate effectively in spoken English and confidently navigate the
global landscape.
 Barriers to Teaching and Learning Spoken English in

Bangladesh:
1. Lack of Exposure: Learners' capacity to practise and internalise spoken English skills
is hampered by their limited exposure to English-speaking contexts.
2. Inadequate Resources: Effective learning is hampered by a lack of access to high-
quality English language learning resources, such as textbooks, audiovisual aids, and internet
sites.
3. Pedagogical Approaches: Grammar is sometimes given priority over speaking
abilities in traditional teaching approaches, which leads to rote memorization rather than
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useful communication skills.
4. Social and Economic Elements: Access to English language instruction is
hampered by socioeconomic differences, with wealthy urban areas having greater resources
than rural ones.
5. Cultural Barriers: Opportunities for real-world English practice may be restricted by
cultural norms that prohibit the use of the language outside of the classroom.
6. Absence of competent Teachers: The quality of education is compromised and
pupils' ability to acquire the language is hampered by the lack of competent English language
teachers, particularly in rural areas.
7. Language Anxiety: Learners who experience language anxiety lack confidence and
are reluctant to speak in English because they fear making mistakes or receiving negative
feedback from teachers and peers.
8. Fewer Speaking Opportunities: Reading and writing assignments take precedence
in classroom settings, which leaves little time for interactive speaking practice—a crucial
component of fluency development.
9. Regional Dialects and Pronunciation variances: Learning standardised English
pronunciation and comprehension can be difficult for students in Bangladesh due to the
country's complex linguistic environment, which includes a number of regional dialects and
pronunciation variances.
10. Technology Divide: Inequalities in socioeconomic status led to unequal access to
technology and internet connectivity, which restricts students' capacity to take advantage of
online resources.
 Remedies to Overcome Barriers:
1.Boost Exposure: Promote contexts where English is spoken informally through

extracurricular activities, English clubs, and language exchange initiatives.
2. Improve Resources: Make an investment in the creation of top-notch interactive
multimedia English language learning resources that are suited to Bangladeshi learners'
needs.
3. Redesign Pedagogy: Use communicative approaches to teach language, emphasising
speaking and listening abilities while incorporating role-plays and real-world situations into
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the curriculum.
4. Resolve Socioeconomic Inequalities: Implement measures, such as community
outreach projects, financial aid, and scholarships, to ensure that all people have equal access
to English language instruction.
5. Encourage English Language Use: Using digital platforms, public campaigns, and
community events, cultivate an English language usage culture outside of the classroom.
6. Teacher Training Programmes: Create extensive programmes that give educators
the tools they need to help students become proficient in spoken English by emphasising
contemporary language teaching approaches, efficient classroom management strategies, and
cross-cultural communication abilities.
7. Peer Tutoring Networks: To provide a conducive learning environment outside of
the classroom, establish peer tutoring networks where fluent English speakers mentor and
assist learners in improving their spoken English skills.
8. Language Immersion Programmes: To improve students' language acquisition
through practical experiences, arrange immersive language immersion programmes where
students can spend considerable time in English-speaking environments, such as English-
speaking nations or English-medium institutions within Bangladesh.
9. Technology: Include technology-enhanced language learning resources in the

curriculum, such as online tutorials, language learning applications, and virtual reality
simulations. This will give students interactive, interesting opportunities to practise speaking
English in a variety of settings.
10. Cross-Cultural Exchanges: Oversee cross-cultural exchange programmes that pair
Bangladeshi students with international or native English speakers, offering chances for
cultural interchange and real-world practice speaking the language.
 Implementation Strategies:
1.Teacher Training: Give English language instructors opportunities for professional

development so they can advance their pedagogical knowledge and use cutting-edge
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techniques.
2. Curriculum Reform: Examine and update the English language curriculum to make
oral communication skills a priority and to bring it into compliance with global competency
requirements.
3. Public-Private Partnerships: Promote cooperation between governmental
organisations, academic institutions, and businesses to enhance the infrastructure and
resources for English language instruction.
4. ICT Integration: Use digital platforms for interactive learning by incorporating
Information and Communication Technology (ICT) technologies into English language
training to improve accessibility and engagement.
5. Monitoring and Evaluation: Set up systems to keep an eye on how well corrective
actions are working and carry out routine assessments to gauge development and pinpoint
areas in need of improvement.
Conclusion: In overall, linguistic, socioeconomic, and cultural issues combine to create

complex and multifaceted problems for spoken English instruction and learning in
Bangladesh. However, Bangladesh may set the stage for notable advancements in English
language competency by embracing a comprehensive strategy that incorporates cultural
efforts, resource enhancement, socio-economic interventions, and pedagogical reforms.
Bangladesh may improve its English language education system to meet international
standards by putting the suggested fixes and methods described in this assignment into
practice. In addition to giving people the ability to communicate successfully in English, this
change will increase their chances of succeeding academically and professionally in a
globalised society.
Furthermore, Bangladesh may promote greater inclusion and social mobility by removing
obstacles to spoken English competence, guaranteeing that all facets of society have equal
access to the advantages of English language education. Thus, the nation's overall
socioeconomic development and competitiveness in the global market will benefit.
The process of improving spoken English proficiency in Bangladesh ultimately necessitates

cooperation and dedication from all parties involved, including the government, the private
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sector, civil society, and education. Bangladesh may achieve its aim of being a country where
English language proficiency is not only a privilege but a fundamental right, allowing its
citizens to flourish and excel on the international arena, by cooperating and persevering in
their efforts.
References:
1. Huq, M. (2019). Challenges and Prospects of Teaching English in

Bangladesh. Journal of Education and Practice, 10(1), 89-94.
2. Rahman, M. M. (2020). Enhancing English Language Skills through
Technology: A Case Study of Bangladesh. Journal of Education and
Learning, 9(3), 191-198.
3. Hossain, M. S., & Uddin, M. S. (2018). Integrating Culture into
English Language Teaching in Bangladesh: Problems and Prospects.
Journal of Language Teaching and Research, 9(6), 1292-1298.
4. Kabir, M. A., & Ferdous, S. (2021). Socioeconomic Barriers to English
Language Learning in Rural Bangladesh: A Qualitative Study.
Language Education & Acquisition Research Network (LEARN)
Journal, 14(1), 87-101.
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Abstract: This assignment explores at obstacles that Bangladeshi teachers and students

Introduction: English is the universal language of business, academia, and worldwide

 Barriers to Teaching and Learning Spoken English in

 Remedies to Overcome Barriers:

1.Boost Exposure: Promote contexts where English is spoken informally through

9. Technology: Include technology-enhanced language learning resources in the

1.Teacher Training: Give English language instructors opportunities for professional

Conclusion: In overall, linguistic, socioeconomic, and cultural issues combine to create

The process of improving spoken English proficiency in Bangladesh ultimately necessitates

1. Huq, M. (2019). Challenges and Prospects of Teaching English in

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