English language proficiency is ineffectual in Bangladesh
People learn English more in private institutions, such as coaching centres and it is very less in the government institutions. So the education system should inspire and motivate students who are directly involved here
HASAN AL-MAHMUD
Although English as a language is essential in all areas such as business, education, research, and traveling abroad; Bangladeshs position in its proficiency is shallow according to different international survey reports. As the current government has been working for a long time to develop Bangladesh targeting different visions, it is also crucial for them to think about the improvement of English proficiency as it creates enormous opportunities in the global platform.
English remains as a fashionable and eye-catching language that takes the attention of others while it is spoken publicly in Bangladesh. It is not the second language yet! Ordinary people use it when it is only necessary. With all these, English still carries the signboard of a foreign language.
The Switzerland-based international organization Education First (EF) has been working in 116 countries on language and culture for the last five decades. They have been publishing the index of English proficiency since 2011. The latest index was released in December 2019 where they measured English proficiency by surveying over 2 million people in more than 100 countries that do not have English as their first language. Based on the scores obtained, the countries are divided into five levels: Very High, High, Medium, Low, and Very Low. Bangladesh is at the 71st place in this list with a score of 48.11. Certainly, this is in the very low category.
The neighbouring country India is two levels above Bangladesh and is ranked 34th in the list with a score of 55.49. Nepal is also ahead of Bangladesh in the list with being 66th in position with a score of 49. Last month, I visited Kathmandu, Nepal; and it was a wonderful experience to see that from street hawkers to bus conductors-- everyone knows basic English for communication, and it is helping them to educate, earn money and make life better. Surprisingly, yet, English is not the second language in Nepal as it is not used everywhere the way it is used in the capital.
However, the research has considered the following qualities of a very high-level English-speaking country where English is not the primary language: the appropriate use of English in describing social situations, easy to read high-class English texts, and the ability to negotiate agreements with residents of English-speaking countries. In this category, the Netherlands, Singapore, and Sweden have been listed.
The research has found that countries which have the following qualities are marked as high-level and non-native English-speaking countries: presentation in the workplace in English, understanding TV shows, and reading magazines. Hungary, South Korea, and the Philippines are among the countries in this category. The research has identified the ability to participate in meetings of personal expertise, understand English songs, and write professional emails on known topics as a medium quality skill. Among the countries in this category are China, Costa Rica, France, and India.
As a tourist, the right way to travel to a English-speaking country, to engage in small discussions with colleagues, and to understand the general emails of colleagues sent in English have been mentioned as a low skill. The countries in this category are Bolivia, Pakistan, Russia, Japan, and Nepal. Moreover, in general, the research has identified the ability to express ones identity (name, age, country, etc.) in English, to understand common signs and to guide foreign guests in general, Bangladesh, Maldives and United Arab Emirates (UAE) are among the countries that are in the very low category.
Although, it is very difficult to believe this as I do not find such a disappointing environment around me; but considering all sorts of people, I have to agree that the English language proficiency is not satisfactory. Let me talk about some problems and their probable solutions.
People learn English more in private institutions, such as coaching and it is very less in the government institutions, so the education system should inspire and motivate students who are directly involved here. I think the fear of English is created among the students from the elementary level that has been disseminated in other sectors and levels. With a faulty system led by untrained teachers, the students cannot overcome this weakness in the following educational levels. Thus, they finish their academic life with incompetence in English and start their professional careers with this weakness. So, boring and traditional teaching can be replaced with exciting methods, and for this, teachers need to be trained on a regular basis since training keeps them engaged with energy, motivation, and passion.
When the public universities take their admission tests, it reveals how weak the students are in English. 86% of the candidates failed in Dhaka University B-unit honors admission test (Dhaka Tribune, 25 September 2018). The lack of quality teachers and poor curriculum are ostensibly responsible for this vulnerable fall down. One of the reasons for the weakness is the lack of subject-based teachers. Private research firm Mass Literacy Expedition Education Watchs 2018-2019 report says that 56% of secondary education teachers have no subject-based training in English. Therefore, it is very important to train the teachers, even from abroad, if possible and necessary.
There must be a lot of emphasis on speaking English, critical thinking in English, reading, and writing, as well as having regular access for both the teachers and the students to test their abilities. Besides, the teachers should receive training about the new methods of teaching English and to keep improving on a milestone basis.
Regarding the syllabus, the authority should reconsider the applicability of the syllabus. Let me give an example of the O-level syllabus which is very simple to look at, and at the same time, the English medium students are also undoubtedly becoming competent in English language. O-level students can focus on writing and reading since there is nothing more important than these at this level. Since there is nothing to memorize, they just need to answer in the exam understanding the questions.
However, if we look at the SSC syllabus of English, we will find many items, and these seem very complicated to me. This is how the students attention diverges. If they cannot emphasize reading and writing, they will never do better in a language learning process, and in the international curriculum as well.
English language classes need to be conducted fully in English, which, unfortunately is not happening in most of the educational institutions. Students neither have the opportunity to practice English at home nor school. Students pass their classes very successfully but remain inefficient in English seemingly forever. Recently, the Director-General of the Department of Secondary and Higher Education himself gave a push announcing that from now on, English classes should be conducted in English language at schools and colleges. However, is it really happening? Is there any follow-up?
Therefore, this is the high time to think about it. With other developments, if the government takes this issue seriously, it will be easier for them to visualize the development quickly in regard to English language competence. This is not only a language but also a door of opportunities for the generation who are preparing themselves as global citizens having Bangladesh in the heart.
The writer was a Fulbright Teaching Excellence and Achievement (TEA) Fellow,
Montana State University, USA. He writes on contemporary issues, education, and literature.
