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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
A Qualitative Study of English Teaching in Bangladesh: A Case Study of Madrasa Education
Author(s)
Azam Md. Golam, Tatsuya Kusakabe
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DOI:10.17265/2161-623X/2018.03.003
Affiliation(s)
Hiroshima University, Hiroshima, Japan
ABSTRACT
This research examines
English teaching and learning at Madrasas in Bangladesh. This study employs a qualitative approach and attempts to
identify the problems in the programs that debar from achieving expected
English learning outcome. We conducted a semi-structured interview
with interviewees, including relevant Madrasa teachers, trainers,
trainee teachers, Education officers, and English resource persons at National
Academy for Educational Management (NAEM), Dhaka Teachers’ Training College
(TTC), and Bangladesh Madrasa Teachers’ Training Institute (BMTTI) located in Dhaka. We found that teacher
training for English language learning is urgently required. Curriculum and syllabus in English need to be
made the focus on four skills—reading,
writing, speaking, and listening. Leading edge technology is
identified as an indispensable item for learners. The recruiting system of English teachers needs to be reformed. The
best practice would be tagged it to Bangladesh Public Service Commission (BPSC), so as to get effective and qualified teachers. This study identified
the supervisory and administrative deficiencies. To improve monitoring, supervision processes, student-friendly Madrasa administration, and Madrasa managing committee is an instrumental.
KEYWORDS
Madrasa education, English teaching, Bangladesh
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