The Struggle to Teach in English: A Case Study in Bangladesh
Dr Sabrin Farooqui

Considering the increasing importance of English in national modernisation, the government and the educational policy makers in Bangladesh have taken steps to bring changes in English language teaching. One of these attempts is to use English as the only language of instruction which requires teachers to use the target language exclusively while teaching in the class. This case study explores how teachers implement this top-down policy in classroom. It focuses on teachers’ use of the language of instruction and shows there is a gap between policy imperatives and classroom realities. Data collected through classroom observation and a series of interviews with secondary English language teachers reveal that various contextual factors interact with teachers’ use of English as the language of instruction as has been suggested in the textbook and the teachers’ guide. This paper identifies several significant issues which need attention of the educational policy makers.

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