Bangladesh ELT situation has been deteriorating for the last four decades. Regional and national projects including ELTIP and EIA proved to be futile in improving this situation, especially, in the Bangladesh rural primary schools with almost 0% properly trained English teachers to implement the current CLT curriculum. This article investigates the on-going poor health-status of CLT at randomly selected schools of northern Bangladesh through delving into the research gaps linked with the ELT practitioners’ own English proficiency, their training needs, motivation and teaching skills; their perception on the instructional module; and perception of the YLs of English in Bangladesh. This enquiry uses a mixed method involving a questionnaire survey, semi-structured interview with ELT teachers, teacher trainers, head-teachers and lesson observation followed by a workshop and informal discussion with 100 participants from all ELT stake-holders to validate the findings of the earlier questionnaire survey. The findings conclude that ineffective and lack of teacher training, non-availability of English subject teacher, unproductive instructional materials, unhelpful learning environment, learners’ socio-economic background, teachers’ poor competence in English and knowledge of CLT methods are responsible for this deterioration. It recommends that implementation of a rigorous teacher training program for CLT to produce English subject teachers for each school, production of a pedagogically user-friendly instructional module for CPD, a culture-oriented teaching-learning environment and a program of regular guidance and supervision by CLT experts would address the gaps prevailing in the ELT (and CLT) situation at the rural primary schools of Bangladesh.
Abstract-The main purpose of higher education is to produce skilled graduates so that they can think critically and solve real world problems. Presenting a group based solution in a face-to-face class is a common activity in the higher education classroom where other students/peers can actively participate in the follow-up question/answer sessions. Working out a solution together as a group engages students' independent thinking ability and promotes active learning. This means, that they have the opportunity to reflect on their own thinking and take it to deeper levels of thinking. However, recent trends show that online support to the higher education class -a form of blended learning is growing day by day. This paper proposes a wiki-based (one of the ICT tools) reflection method to follow up regular existing face-to-face classroom presentation activities to promote deeper thinking levels of students in higher education. In this article, Lee's Model of thinking levels is-used for analyzing the thinking levels of students during their wiki work. The findings of this research work (through experiments) show that the wiki-based reflection method could be an effective way to promote thinking levels of students and hence can be used as a blended learning model to promote reflective and in-depth thinking.
Distance Education [1] lectures aired over national television without means of interactivity has had very little success in providing Open University style of education in a developing country like Bangladesh.This paper explores some effects of providing feedback to students on their participation in a distance education scenario and in a normal face-to-face classroom situation. The techniques applied do not make use of Internet in rural regions and may be suitable for developing countries like Bangladesh.
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