ABSTRACT
This Handbook is a comprehensive overview of English language education in Bangladesh. Presenting descriptive, theoretical, and empirical chapters as well as case studies, this Handbook, on the one hand, provides a comprehensive view of the English language teaching and learning scenario in Bangladesh, and on the other hand comes up with suggestions for possible decolonisation and de-eliticisation of English in Bangladesh.
The Handbook explores a wide range of diverse endogenous and exogenous topics, all related to English language teaching and learning in Bangladesh, and acquaints readers with different perspectives, operating from the macro to the micro levels. The theoretical frameworks used are drawn from applied linguistics, education, sociology, political science, critical geography, cultural studies, psychology, and economics. The chapters examine how much generalisability the theories have for the context of Bangladesh and how the empirical data can be interpreted through different theoretical lenses.
There are six sections in the Handbook covering different dynamics of English language education practices in Bangladesh, from history, policy and practice to assessment, pedagogy and identity. It is an invaluable reference source for students, researchers, and policy makers interested in English language, ELT, TESOL, and applied linguistics.
TABLE OF CONTENTS
chapter 1|14 pages
Introduction
part I|46 pages
History, language-in-education policy, and planning in Bangladesh
chapter 162|16 pages
From the Infrastructure to the Big Picture
chapter 3|13 pages
A Balanced Approach to Language-in-Education Policy and Planning in Bangladesh
part II|52 pages
English language curriculum reformation and pedagogical practice
chapter 625|19 pages
Starting From Practice
chapter 7|17 pages
Future Directions For Research-Based Academic English Education At EFL Universities
part III|58 pages
Assessment and testing in ELT
chapter 1148|15 pages
English Language Assessment in Bangladesh
chapter 9|19 pages
The Methods of Learning English Language
chapter 10|22 pages
An Impact Analysis of Questions Within an External Examination on English Language
part IV|68 pages
Teaching English language versus literature
chapter 12|16 pages
Towards Critical–Affective Pedagogy
chapter 14|20 pages
Content and Language Integrated Learning
part V|100 pages
Language learning and construction of identity
chapter 16|16 pages
‘Khaet’ (Hick) Vs. ‘Fast’ and the Construction of Others
part VI|81 pages
Teacher education and English for economic development