English teaching, learning in Bangladesh
Md. Mujibur Rahman
English Language Teaching Improvement Project (ELTIP) is a project under the Ministry of Education (MoE) which has been working to promote teaching learning of English in the secondary level education in Bangladesh. ELTIP introduced the Communicative Language Teaching approach in the national English curriculum of the country for the first time. CLT is one of the most popular teaching approaches in the world, which has been proved successful in many developing countries where English is taught as a Foreign Language (EFL). English is very important component of our education. ELTIP is interested to promote the present state of English Teachers as well as our education learners to the global standard.
The last decade or so has been marked by a new phenomenon called globalization. This has a profound impact on different domains of life-social, political and economic. It has also experienced significant changes in the communication dynamics of the world. English language and Information and Communication Technology (ICT)-have become the two most crucial gears of this new communication euphoria. English as a subject is of paramount importance in equipping the secondary level students to take up the challenges of the competitive survival and growing globalization. This is high time that we see the future development of English as a world language and take proper initiatives to develop our English language learners to a global standard. It can be done by upgrading the secondary level English teaching capacity. The government of Bangladesh is very much concerned with the reform of teacher education which includes pre-service and in-service training for English teachers. Particularly, there has been a dying need for a time befitting and well structured training programme for the secondary English teachers of the country. ELTIP is addressing this need by training the secondary English teachers through its 27 centres across the country.
In the recent past very purpose of learning English has been changed in the context of Bangladesh. Many old Bangladeshi school teachers (who learned in a different socio-political context) still speak and teach English as a second language (ESL) while their students need English to speak to people from other countries (as in EFL). Since the beginning of the 90s, in Bangladesh, there has been a growing demand for using English as a foreign language (EFL) rather than as a second language (ESL). But to introduce the learning of English as a Foreign Language was not an easy task and some innovative methodological reforms made the whole thing more complicated. In this consideration ELTIP is trying to make a shift from the Grammar Translation method to Communicative approach. In ELTIP training courses, teachers have been trained in communicative language teaching so that they can make the best possible uses of the newly written communicative textbooks with a view to developing the four language skills (listening, speaking, reading and writing) of their learners.
This action plan is intended to give an overview of the past, present and future activities of ELTIP with particular focus on its prospects and limitations. The plan also puts forward a line of action to be followed in order to achieve the expected outcomes of the project within the project tenure. The objectives of ELTIP are:
a) To strengthen human resource development efforts of GoB through the teaching and learning of Communicative English.
b) To continue the already introduced Communicative English language Methodology through-
i) A programme of in service teacher training.
ii) Developing appropriate teaching learning materials
iii) Reform initiatives in examination system.
iv) Developing communicative competence in English language among the secondary education learners.
c) To introduce contextualized grammar teaching and learning.
d) To monitor the performances of the trained teachers in the classrooms.
English Language Teaching Improvement Project (ELTIP) started working since July 1997. The project is sponsored by the Ministry of Education. At the beginning, the project was financed by Department For International Development DFID (U.K) and GoB. It was executed by the National Curriculum & Textbook Board (NCTB) and British Council. After DFID left the project in 2002, the project has been funded by NCTB and 7 Boards of Intermediate and Secondary Education (BISE). It has 7 RRCs and 27 SRCs in 27 districts. The duration of the course is 21 days and 30 teachers can participate in each batch. ELTIP provides participatory based training including pair/group work, brainstorming, responding to Handouts, demonstration by trainers and micro teaching activities. Trainees' performance is evaluated through written tests (Pre & Post), trainees' contribution to sessions, attendance and overall performance.
The duration of 1st phase was from July 1997 to June 2002. During this phase the project was financed and managed by DFID (U.K) and Ministry of Education, Bangladesh. The British Council and NCTB worked as the project implementing agencies for UK and Bangladesh government respectively.
The project estimated cost was TK. 29.75 crore but Tk. 25.00 crore was spent. In this phase 4000 teachers and 1000 question setters and script markers were trained. 27 master trainers also received training from the UK during this phase. Besides that 35 offices have been established with required furniture and training materials.
The duration of 2nd phase was from July 2002 to June 2005.The project was funded by NCTB and 7 BISEs. The project estimated cost was TK. 20.75 crore but TK. 8.35 Crore was received from those institutions only. The total number of teachers trained during this phase was 17,328.
Phase-3
The duration of 3rd phase was from July 2005 to June 2009.The project is being funded by NCTB and 7 BISEs. The project estimated cost is TK 27.87 but TK 9.90 crore has been received from the financing sources. Total 13,575 teachers have been trained in this phase till now.
There are 27 training centres of ELTIP thoughout the country. They are Dhaka, Gazipur, Mymensingh, Tangail, Kishorganj, Manikganj, Faridpur Chittagong, Cox'sbazar, Comilla, Feni, Chandpur, Noakhali, Shylhet, Hobiganj, Rajshahi, Rangpur, Dinajpur, Nilfamari, Bogra, Naogaon, Pabna, Khulna, Jessore, Kushtia, Barisal and Pirojpur. The rest 37 SRCs in 37 districts are yet to be opened. One project implementation unit (PIU) in NCTB Bhaban working as Head Office of the project.
Quantitative impact: Since its inception in 1999, ELTIP has trained nearly 35,000 secondary English teachers throughout the country. It is obvious from this figure that ELTIP is successful in providing training to a significant number of secondary English teachers which is one of the signs of the project's quantitative achievements. Other achievements of ELTIP can be described in terms of the activities carried out so far. They are:-
· Making teachers aware of their professional development through carefully developed training activities.
· Establishment of a working and sustainable field level system that, with limited resources and in a short time, strives to motivate the majority of teachers towards effective professional changes.
· Many Head Teachers and DEOs were involved as stakeholders of ELTIP, some of them are supportive.
· A set of appropriate teacher training materials was developed, revised and re-written.
· Textbook writing capacity was developed through training and activities of textbook writing team.
· ELTIP is trying seriously to ensure a participatory based classroom as per ELTIP training concept.
Qualitative change: It is always difficult to evaluate the success of a training programme, which aims at bringing about changes in the attitude and practice of a group of professionals involved in a creative job like teaching. There is a tendency of evaluating the impact of ELTIP training in terms of the percentage of students passed in SSC examination each year. It is often expected that since ELTIP is imparting training to the English teachers, there must be positive effect of the training on the teachers as well as learners, which will eventually be reflected in the SSC results. Unfortunately this view is not justified because ELTIP training has not yet covered even half of the targeted areas of Bangladesh. As a national level project ELTIP is supposed to operate in 64 training centres, one in each district of the country. In reality within the 12 (twelve) years of the project life so far only 27 centres have been opened up. Therefore it is too early to measure the success of ELTIP on the basis of a national level examination like SSC. In order to achieve a total expected output of the project, it is highly desired the rest 37 SRCs be opened as soon as possible. At the fag ends of ELTIP: Phase-3 as per the decision of the Steering Committee an evaluation was conducted by IMED and the draft report was submitted. The report says that the rating of ELTIP contributing English teaching and learning is 83%. Hence only the rest 17% is contributed by other projects/programmes. The trained teachers appreciate ELTIP training as one of the best trainings they have ever received. They are carrying the ELTIP training to their classrooms. Consequently, the failure percentage of English in the public examination is getting declined.
Limitations in achieving the desired goals
The good works done by the ELTIP trainers within the training room have been wasted due to various problems in and outside the training centres. As a result, the project could not contribute to achieve the desired outcome so far. One major problem is the absence of a sound and coordinated monitoring system for which ELTIP could not be fully successful in achieving the desired output. The other problems are-
· scarcity of fund is the prime constraint of the Project.
· no sufficient training for the ELTIP teacher trainers.
· difficulties in setting up of new SRCs and operating the existing SRCs
· unavailability of teachers guide (TGs)
· non co-operations of the host Institutional Heads and local Education Officers.
· lack of consistency between the teaching method and the examination system.
ELTIP approach to professional development aims at promoting positive changes in attitudes, beliefs, expectations, relationships and practices of English teachers which should enable the ELT educators and managers to continue to grow as fulfilled and effective professionals for the rest of their working lives. In order to achieve that goal, a long term and integrated development of all key players viz. teachers, trainers, head teachers, and education officers has to be ensured. With these underlying principles, the following ideas are suggested to enhance the current activities of ELTIP.
Monitoring and follow up of training: It is now realized that the successful implementation of ELTIP training is based on an appropriate strategic mechanism for monitoring and evaluating the on-going professional development of the trained teachers. In the 1st phase ETIP had got very good monitoring system and it was executed properly. But now, though there is provision for monitoring, ELTIP could not do the activities of monitoring due to the lack of financial and logistic support. ELTIP plans to develop a sound monitoring system by ensuring the involvements of the Head Teachers, the education officers and other stakeholders. The monitoring may be conducted in the following ways:
a) The Head Teachers will be informed of the expected roles to be played by the trained teachers in the classroom. The HTs will regularly monitor the lessons taught by the trained teachers, keep a record of the lesson plans used by the teachers and check that the teachers follow the TGs for teaching the lessons. The DEOs, TPOs may visit the trained teachers at their schools and observe the lessons, keep records of the visits.
b) A high level regional/local monitoring committee will be formed under the Chairmanship of the Deputy Commissioner in each District.
c) After each training course ELTIP teacher trainer will monitor the trained teachers' classroom activities. Ensuring trainees' participation: The secondary level schools/madrashas show little interest in sending their English teachers to ELTIP training. They think that during the absence of those English teachers, the regular academic activities of their schools and madrashas will suffer. Another reason for teachers being reluctant to join ELTIP training is the poor training allowance they get. Even ELTIP cannot arrange accommodation system for the trainee teachers. Therefore, it is important to make ELTIP training a compulsory one for all secondary English teachers and the training has to be a residential one. The trainee teachers who travel a long distance to come to the ELTIP training centre have neither the motivation nor the concentration to get the best out of the training sessions.
The Ministry of Education (MoE) and the Directorate of Secondary and Higher Education (DSHE) may take measures to make the ELTIP training a compulsory and a residential one.
Ensuring support from the institutional Heads: The success of ELTIP training largely depends on the support from the Head Teacher and other local Education officers like DEOs and TPOs. Sometimes the Head Teachers themselves do not support the ELTIP training ideas as many of them are not even familiar with the recent thinking on teacher development. As a result when the trained teachers go back to their classes, they get no support to tryout the newly learned ideas. This problem can be solved by inviting the Heads of the institutions to an orientation workshop. This will make them familiar with the objectives, rationales and benefits of ELTIP training programme. Another conference may be convened in Dhaka with the presence of the Chairman of BISEs, TTC principals, ADCs and DEOS from all districts along the distinguished professionals working on in this field. This will help form a local body that may workout a mechanism to help local ELTIP trained teachers implement the training ideas.
Developing advanced training module: Teachers development is not a one off process. The teachers who got the primary training from ELTIP should be given further training. An advanced level training module needs to be developed. This programme will ensure that all secondary level teachers undergo both the preliminary and advanced training and it will continue until a remarkable upgradation is achieved in learning and using of English in both academic and practical life of an English teacher.
Reform of examination system: While ELTIP preaches the principles of teaching communicative English, the existing examination format of SSC examination is not in accordance with the spirits of communicative language teaching and learning. As a result teachers do not find it useful to develop the communicative competences of the learners, as the examination does not assess their communicative competence. ELTIP will request NCTB and BISE officials to revise and reform the SSC English examination system. The revised SSC examination must test the communicative abilities of the learners. Intensive training for question setters and script markers should also be arranged.
Ensuring GoB contribution: At the beginning ELTIP was a joint venture project which was funded by DFID (U.K) and the GoB. After the departure of DFID in 2001, the project is being run by the GoB and funded by NCTB and 7 BISEs. The estimated project cost for ELTIP:
Phases 2 & 3 was 48.62 crore. But till date ELTIP has received only one third of the estimated fund from the funding sources. Most of the time NCTB and 7 BISEs were unable to provide the necessary fund due to their own fund constraint. Because of the scarcity of fund ELTIP cannot run smoothly. Everybody agrees that English is very important for the country; it is not only a language but a technology without which no nation can think of any socio-economic development.
(To be continued)
English Language Teaching Improvement Project (ELTIP) is a project under the Ministry of Education (MoE) which has been working to promote teaching learning of English in the secondary level education in Bangladesh. ELTIP introduced the Communicative Language Teaching approach in the national English curriculum of the country for the first time. CLT is one of the most popular teaching approaches in the world, which has been proved successful in many developing countries where English is taught as a Foreign Language (EFL). English is very important component of our education. ELTIP is interested to promote the present state of English Teachers as well as our education learners to the global standard.
The last decade or so has been marked by a new phenomenon called globalization. This has a profound impact on different domains of life-social, political and economic. It has also experienced significant changes in the communication dynamics of the world. English language and Information and Communication Technology (ICT)-have become the two most crucial gears of this new communication euphoria. English as a subject is of paramount importance in equipping the secondary level students to take up the challenges of the competitive survival and growing globalization. This is high time that we see the future development of English as a world language and take proper initiatives to develop our English language learners to a global standard. It can be done by upgrading the secondary level English teaching capacity. The government of Bangladesh is very much concerned with the reform of teacher education which includes pre-service and in-service training for English teachers. Particularly, there has been a dying need for a time befitting and well structured training programme for the secondary English teachers of the country. ELTIP is addressing this need by training the secondary English teachers through its 27 centres across the country.
In the recent past very purpose of learning English has been changed in the context of Bangladesh. Many old Bangladeshi school teachers (who learned in a different socio-political context) still speak and teach English as a second language (ESL) while their students need English to speak to people from other countries (as in EFL). Since the beginning of the 90s, in Bangladesh, there has been a growing demand for using English as a foreign language (EFL) rather than as a second language (ESL). But to introduce the learning of English as a Foreign Language was not an easy task and some innovative methodological reforms made the whole thing more complicated. In this consideration ELTIP is trying to make a shift from the Grammar Translation method to Communicative approach. In ELTIP training courses, teachers have been trained in communicative language teaching so that they can make the best possible uses of the newly written communicative textbooks with a view to developing the four language skills (listening, speaking, reading and writing) of their learners.
This action plan is intended to give an overview of the past, present and future activities of ELTIP with particular focus on its prospects and limitations. The plan also puts forward a line of action to be followed in order to achieve the expected outcomes of the project within the project tenure. The objectives of ELTIP are:
a) To strengthen human resource development efforts of GoB through the teaching and learning of Communicative English.
b) To continue the already introduced Communicative English language Methodology through-
i) A programme of in service teacher training.
ii) Developing appropriate teaching learning materials
iii) Reform initiatives in examination system.
iv) Developing communicative competence in English language among the secondary education learners.
c) To introduce contextualized grammar teaching and learning.
d) To monitor the performances of the trained teachers in the classrooms.
English Language Teaching Improvement Project (ELTIP) started working since July 1997. The project is sponsored by the Ministry of Education. At the beginning, the project was financed by Department For International Development DFID (U.K) and GoB. It was executed by the National Curriculum & Textbook Board (NCTB) and British Council. After DFID left the project in 2002, the project has been funded by NCTB and 7 Boards of Intermediate and Secondary Education (BISE). It has 7 RRCs and 27 SRCs in 27 districts. The duration of the course is 21 days and 30 teachers can participate in each batch. ELTIP provides participatory based training including pair/group work, brainstorming, responding to Handouts, demonstration by trainers and micro teaching activities. Trainees' performance is evaluated through written tests (Pre & Post), trainees' contribution to sessions, attendance and overall performance.
The duration of 1st phase was from July 1997 to June 2002. During this phase the project was financed and managed by DFID (U.K) and Ministry of Education, Bangladesh. The British Council and NCTB worked as the project implementing agencies for UK and Bangladesh government respectively.
The project estimated cost was TK. 29.75 crore but Tk. 25.00 crore was spent. In this phase 4000 teachers and 1000 question setters and script markers were trained. 27 master trainers also received training from the UK during this phase. Besides that 35 offices have been established with required furniture and training materials.
The duration of 2nd phase was from July 2002 to June 2005.The project was funded by NCTB and 7 BISEs. The project estimated cost was TK. 20.75 crore but TK. 8.35 Crore was received from those institutions only. The total number of teachers trained during this phase was 17,328.
Phase-3
The duration of 3rd phase was from July 2005 to June 2009.The project is being funded by NCTB and 7 BISEs. The project estimated cost is TK 27.87 but TK 9.90 crore has been received from the financing sources. Total 13,575 teachers have been trained in this phase till now.
There are 27 training centres of ELTIP thoughout the country. They are Dhaka, Gazipur, Mymensingh, Tangail, Kishorganj, Manikganj, Faridpur Chittagong, Cox'sbazar, Comilla, Feni, Chandpur, Noakhali, Shylhet, Hobiganj, Rajshahi, Rangpur, Dinajpur, Nilfamari, Bogra, Naogaon, Pabna, Khulna, Jessore, Kushtia, Barisal and Pirojpur. The rest 37 SRCs in 37 districts are yet to be opened. One project implementation unit (PIU) in NCTB Bhaban working as Head Office of the project.
Quantitative impact: Since its inception in 1999, ELTIP has trained nearly 35,000 secondary English teachers throughout the country. It is obvious from this figure that ELTIP is successful in providing training to a significant number of secondary English teachers which is one of the signs of the project's quantitative achievements. Other achievements of ELTIP can be described in terms of the activities carried out so far. They are:-
· Making teachers aware of their professional development through carefully developed training activities.
· Establishment of a working and sustainable field level system that, with limited resources and in a short time, strives to motivate the majority of teachers towards effective professional changes.
· Many Head Teachers and DEOs were involved as stakeholders of ELTIP, some of them are supportive.
· A set of appropriate teacher training materials was developed, revised and re-written.
· Textbook writing capacity was developed through training and activities of textbook writing team.
· ELTIP is trying seriously to ensure a participatory based classroom as per ELTIP training concept.
Qualitative change: It is always difficult to evaluate the success of a training programme, which aims at bringing about changes in the attitude and practice of a group of professionals involved in a creative job like teaching. There is a tendency of evaluating the impact of ELTIP training in terms of the percentage of students passed in SSC examination each year. It is often expected that since ELTIP is imparting training to the English teachers, there must be positive effect of the training on the teachers as well as learners, which will eventually be reflected in the SSC results. Unfortunately this view is not justified because ELTIP training has not yet covered even half of the targeted areas of Bangladesh. As a national level project ELTIP is supposed to operate in 64 training centres, one in each district of the country. In reality within the 12 (twelve) years of the project life so far only 27 centres have been opened up. Therefore it is too early to measure the success of ELTIP on the basis of a national level examination like SSC. In order to achieve a total expected output of the project, it is highly desired the rest 37 SRCs be opened as soon as possible. At the fag ends of ELTIP: Phase-3 as per the decision of the Steering Committee an evaluation was conducted by IMED and the draft report was submitted. The report says that the rating of ELTIP contributing English teaching and learning is 83%. Hence only the rest 17% is contributed by other projects/programmes. The trained teachers appreciate ELTIP training as one of the best trainings they have ever received. They are carrying the ELTIP training to their classrooms. Consequently, the failure percentage of English in the public examination is getting declined.
Limitations in achieving the desired goals
The good works done by the ELTIP trainers within the training room have been wasted due to various problems in and outside the training centres. As a result, the project could not contribute to achieve the desired outcome so far. One major problem is the absence of a sound and coordinated monitoring system for which ELTIP could not be fully successful in achieving the desired output. The other problems are-
· scarcity of fund is the prime constraint of the Project.
· no sufficient training for the ELTIP teacher trainers.
· difficulties in setting up of new SRCs and operating the existing SRCs
· unavailability of teachers guide (TGs)
· non co-operations of the host Institutional Heads and local Education Officers.
· lack of consistency between the teaching method and the examination system.
ELTIP approach to professional development aims at promoting positive changes in attitudes, beliefs, expectations, relationships and practices of English teachers which should enable the ELT educators and managers to continue to grow as fulfilled and effective professionals for the rest of their working lives. In order to achieve that goal, a long term and integrated development of all key players viz. teachers, trainers, head teachers, and education officers has to be ensured. With these underlying principles, the following ideas are suggested to enhance the current activities of ELTIP.
Monitoring and follow up of training: It is now realized that the successful implementation of ELTIP training is based on an appropriate strategic mechanism for monitoring and evaluating the on-going professional development of the trained teachers. In the 1st phase ETIP had got very good monitoring system and it was executed properly. But now, though there is provision for monitoring, ELTIP could not do the activities of monitoring due to the lack of financial and logistic support. ELTIP plans to develop a sound monitoring system by ensuring the involvements of the Head Teachers, the education officers and other stakeholders. The monitoring may be conducted in the following ways:
a) The Head Teachers will be informed of the expected roles to be played by the trained teachers in the classroom. The HTs will regularly monitor the lessons taught by the trained teachers, keep a record of the lesson plans used by the teachers and check that the teachers follow the TGs for teaching the lessons. The DEOs, TPOs may visit the trained teachers at their schools and observe the lessons, keep records of the visits.
b) A high level regional/local monitoring committee will be formed under the Chairmanship of the Deputy Commissioner in each District.
c) After each training course ELTIP teacher trainer will monitor the trained teachers' classroom activities. Ensuring trainees' participation: The secondary level schools/madrashas show little interest in sending their English teachers to ELTIP training. They think that during the absence of those English teachers, the regular academic activities of their schools and madrashas will suffer. Another reason for teachers being reluctant to join ELTIP training is the poor training allowance they get. Even ELTIP cannot arrange accommodation system for the trainee teachers. Therefore, it is important to make ELTIP training a compulsory one for all secondary English teachers and the training has to be a residential one. The trainee teachers who travel a long distance to come to the ELTIP training centre have neither the motivation nor the concentration to get the best out of the training sessions.
The Ministry of Education (MoE) and the Directorate of Secondary and Higher Education (DSHE) may take measures to make the ELTIP training a compulsory and a residential one.
Ensuring support from the institutional Heads: The success of ELTIP training largely depends on the support from the Head Teacher and other local Education officers like DEOs and TPOs. Sometimes the Head Teachers themselves do not support the ELTIP training ideas as many of them are not even familiar with the recent thinking on teacher development. As a result when the trained teachers go back to their classes, they get no support to tryout the newly learned ideas. This problem can be solved by inviting the Heads of the institutions to an orientation workshop. This will make them familiar with the objectives, rationales and benefits of ELTIP training programme. Another conference may be convened in Dhaka with the presence of the Chairman of BISEs, TTC principals, ADCs and DEOS from all districts along the distinguished professionals working on in this field. This will help form a local body that may workout a mechanism to help local ELTIP trained teachers implement the training ideas.
Developing advanced training module: Teachers development is not a one off process. The teachers who got the primary training from ELTIP should be given further training. An advanced level training module needs to be developed. This programme will ensure that all secondary level teachers undergo both the preliminary and advanced training and it will continue until a remarkable upgradation is achieved in learning and using of English in both academic and practical life of an English teacher.
Reform of examination system: While ELTIP preaches the principles of teaching communicative English, the existing examination format of SSC examination is not in accordance with the spirits of communicative language teaching and learning. As a result teachers do not find it useful to develop the communicative competences of the learners, as the examination does not assess their communicative competence. ELTIP will request NCTB and BISE officials to revise and reform the SSC English examination system. The revised SSC examination must test the communicative abilities of the learners. Intensive training for question setters and script markers should also be arranged.
Ensuring GoB contribution: At the beginning ELTIP was a joint venture project which was funded by DFID (U.K) and the GoB. After the departure of DFID in 2001, the project is being run by the GoB and funded by NCTB and 7 BISEs. The estimated project cost for ELTIP:
Phases 2 & 3 was 48.62 crore. But till date ELTIP has received only one third of the estimated fund from the funding sources. Most of the time NCTB and 7 BISEs were unable to provide the necessary fund due to their own fund constraint. Because of the scarcity of fund ELTIP cannot run smoothly. Everybody agrees that English is very important for the country; it is not only a language but a technology without which no nation can think of any socio-economic development.
(To be continued)
Source:http://nation.ittefaq.com/issues/2009/01/23/news0426.htm
=================
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__._,_.___ =================
What's good for Bangladesh is good for BANGLA IT. Serving your need to know.
"Innovation distinguishes a leader from a follower" - Steve Jobs
Sayeed Rahman
Founder BANGLA IT
http://www.banglait.org
http://www.linkedin.com/in/sayeedrahman
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