The study attempts to investigate the reflection, and consequently the influence, of local culture and heritage in the syllabus, materials and teaching techniques in English classrooms at the tertiary level in Bangladesh. The study also investigates the role and attitudes of teachers and learners in this regard. Data were collected through a questionnaire survey among tertiary level students, class observation and interviews of English teachers from private and public universities in Dhaka. The results reveal several positive effects of incorporating local cultural elements in English language classrooms; it generates learners’ enthusiasm and motivation toward English—thereby promoting effective understanding and learning. The study suggests that curriculum and material designers need to focus on learners’ interests and needs while designing materials for tertiary learners by adjusting with the local cultural issues for the sake of students’ better learning.
This thesis report is submitted in partial fulfilment of the requirements for the degree of Masters of Arts in Teaching to Speakers of Other Languages, 2018.
