ABSTRACT
This chapter focuses on the contours of English language teacher education (ELTE) curriculum in Bangladesh. It is divided into three sections. In the first section, I delineate a typology of curriculum as a conceptual framework for the current inquiry. In the next section, I present an analysis of the ELTE curriculum in Bangladesh. The analysis shows an emphasis on commitment to students, that is, to help students gain linguistic competence. However, the curriculum fails to focus sufficiently on its commitment to society. Against this backdrop, I make a case for reconceptualising the curriculum as a vehicle for democracy, civic participation, and social justice. In the third section of the chapter, I turn to Brian Morgan's critical works on English language teaching (ELT) to explore what it might mean to teach for such a vision of the curriculum. In particular, I utilise three central concepts from Morgan's wide-ranging works on critical ELT: identity, community, and social justice. I conclude the chapter by highlighting the implications of Morgan's critical work for the ELTE curriculum in Bangladesh.
