EFL Teaching and Learning in the Rural Areas of Bangladesh: Addressing Obstacles to Teaching L2

Abstract

English as a language is an essential tool in the negotiation of power and relationship at the interpersonal, social and the global level as well. The importance of learning English has increased significantly as a useful communication tool in the age of globalization. In the existing scenario, English language learning and teaching in the rural areas of Bangladesh has become a prime concern. This study aims to present the current English language education policy, language learning and teaching obstacles pertaining to the poorly equipped classroom, lack of trained language teachers, and inadequate use of technology and non-availability of learning materials in Bangladesh. To analyze and to find the solution to the language teaching and learning obstacles, the researcher employed both qualitative and quantitative methods. The research was carried out in ten rural colleges far from the capital city Dhaka. The population of this study was higher secondary level students in the academic year 2019-2020. The number of populations was 25 students from intermediate class and 10 teachers from same school and colleges, and data were collected through a questionnaire. The findings show that though CLT based English language curriculum has been operating at the higher secondary level in Bangladesh, most of the teachers are not familiar with CLT guidelines and CLT related activities. Besides this, there are some crucial factors which demand great attention to change the current scenario. As a result, there are inconsistencies between the stated objectives of Teaching English and the actual teaching techniques.

The Implementation of Project Based Learning in English Language Teaching at Rural School: A Conceptual Review

“…Teaching English as a foreign language in a rural education is challenging. Some previous studies have been revealed that rural school has lack of learning facilities and sources (Faisal & Ali, 2021;Izquierdo et al, 2021;Khan et al, 2020;Prabowo & Akmal, 2019;Putri, 2021;Saiful & Triyono, 2018). Due to the fact that most schools which are located in rural areas are not equipped with proper technology, including audio visual aids, it affected the learning techniques and strategies used by the teachers which mostly focus on grammar and mainly use L1 translation.…”