The purpose of this project paper is to know the current scenario of English language teaching system in Bangladeshi school and understand the English language classroom and observe the role of teachers and students there and how they respond to learning this language as a second language. The main purpose of the project paper is to review the English language teaching system at the secondary level of education in Bangladeshi schools. This article is an attempt to find out what methods and materials are used in classrooms in Bangladesh in teaching English at the secondary level. Most students in Bangladesh speak English poorly due to the lack of qualified and trained teachers who are familiar with modern teaching methods and approaches and the lack of classroom teaching materials. The purpose of this project paper is to find the challenges of teaching English in the context of Bangladesh.
This study also investigated the factors affecting students' performance in learning English language at the secondary level. Data were collected using interviews, classroom observation and questionnaire. The paper shows some strengths and weaknesses of the classroom activities that can be useful in developing the English language teaching system in Bangladesh. The project was carried out as part of the course Eng-334 under a supervisor.
For this purpose, the interns were asked to visit a Bangla/English medium school and observe and participate in three hours of English language learning. In English lessons, they observed the teacher's teaching strategies, the structure of the lesson, class management, the teacher's and student's use of language, the teacher's use of study materials, and the study feedback system.
Chapter-II
Objectives of the Internship
Chapter-III
A letter of recommendation signed by the dean and head of department was submitted to the relevant school authority. The director of the institution gave permission to attend the English lesson and got to know the corresponding teacher. A short interview was conducted with a particular course teacher. He talked about how he gives his lecture on different topics and how he makes the topics interesting for the students.
He spoke about his expectations of his child as well as his satisfaction with the quality and standard of the school. Holy Life School and Collage is a few kilometers away from Daffodil International University's permanent campus, located at ParagramAshulia Dhaka. The School was founded in 2016 and the main purpose of the School is education for Peace and Progress. The School is under the Dhaka Education Board and the school code is 1377. There are a total of 20 teachers teaching in the school division, and a total of 450 hundred students studies there, among whom 250 were male students and 200 were female students. The land area of the School is 2.32 hectares and though it is a new school and located far from Dhaka but surprisingly all modern facilities like digital classroom science labs were there.
I observed three classes on February 24, 25 and 26, 2019 at Holy Life School and the second paper class of the university, taught by Tanha Islam, Nurul Amin and Keya Rahman respectively. There was a decent environment in the classroom with chairs, tables, fans, lamps, white board etc. The topic of the lesson was preposition, types of preposition and use of preposition in a sentence.
Students also responded to his lecture. She did not provide any materials in her classroom. She used Bengali language more than English in the class so that the students can easily understand her lecture. Teacher then asked the students if they could fill in the blanks as an exercise.
The third and final class observation was in class XI. The lesson started on February 26 at 11:50 and ended at 12:20. The teacher as usual started his lecture by writing his lectures on the white board. First he wrote the definition on the board and then classified the parts of speech.
Teaching Experience
Topic : Paragraph Traffic jam Skill focus : Reading and writing Language focus : Present and past simple Level : pre-intermediate. The first class was on April 6, 2019, and I got permission to teach the students of class 9. They were told to choose at least 5 best informative sentences from there and write the sentences about the reason for the traffic jam.
After brainstorming, they were taught the method of writing a paragraph by selecting information from a text. Most of the students had a great reaction and within the first 10 minutes they felt comfortable in the classroom. The lesson started at 12:20 and ended at 12:50. 18 students were presented in the class.
I used the Grammar Translation method in the classroom because the students were not comfortable with the target language. The lesson topic was changing number, classification of numbers and how to change singular to plural. The lesson then concluded with the intern declaring that tomorrow they will finally learn how to change the number singular from plural and plural from singular.
Since it was a last class with the students, I finally express my feeling about taking the class of students.
Overall findings
19 Three classes had been observed and three classes had been taken as part of the project paper and the overall results are given below. And everyone was well prepared and experienced in teaching, but it's more effective if anything. Lesson delivery was effective for the classroom environment and engaging teacher and student was effective.
By following the curriculum, the teacher delivered his lecture and the teacher's lecture was meaningfully motivated and contextualized. The students' participation was active and lively, and enough time was allocated to the lessons. The teacher used the mother tongue in the classroom because the secondary school was Bangla and the target language was not clearly understood by the students.
20 The classroom was adequate and equipped with the necessary equipment, such as a multimedia projector, sound box, generator and electricity, light and fans. The seating arrangement was suitable and the classrooms were spacious for the movement of the teacher and students. Communicative language teaching (CLT) took place in the classroom, where both teacher and student are active in the learning process. The teacher controls the students and prevents them from doing anything that would harm the understanding of the lesson.
It was noticed that the teachers did not perform some activities in pairs and groups by the students in all lessons, which is not good for a suitable learning environment.
Recommendations
When a student is able to understand the importance of learning English and can see how it directly applies to their life, they learn faster. When they are interested in learning and see important connections to their lives, they begin to take risks in learning English, which helps them master it faster. Most teachers can play an important role in providing this kind of motivation to their students.
Teaching classes has been a really fun journey for me. This experience and learning will help a lot for my future career. Trainees' recommendations are expected to apply to the Bangladeshi School authority to ensure standard education and to make students knowledgeable and confident in learning the second language, and to become experts in English grammar. In conclusion, Holy Life School and University have a good learning environment, but some measures should be taken to improve the education system and provide students with quality education.
