Exploring new curriculum in extended English classroom in Bangladesh

Abstract

The English education system only flourished in Bangladesh after the success of the liberation war. After the independence, several curriculum reform committees were formed to bring changes in education and increase the quality of education. Those policies have been taken to increase the quality of the entire education system. There are no distinct policies taken to improve English teaching. As a result, more English proficiency is needed for students in Bangladesh. In 1996, the CLT was included in teaching English in Bangladesh, and the CLT approach cannot increase the English teaching-learning practicum in both city and rural areas. The CLT has not been revised for so many years, and the teaching-learning scenario is based on CLT. Memorization-based English learning and teaching has occupied the English pedagogy in Bangladesh. Recently, the curriculum has been revised, and a new curriculum has been implemented. Classroom assessment, no marking policy, no pen-paper-based examination and task-based learning are the main changing points in the new curriculum. A semi-structured interview of teachers and students was conducted, and some classes were observed to get the data. These teaching–learning elements are used in small classrooms, but now these will be used in large and extended classrooms. There are many debates have been found regarding the new curriculum. The current study has focused on the assessment system particularly continuous assessment, examination policy and review from teachers and students regarding the new curriculum. There is a mixed reaction found regarding the new curriculum from both teachers and students. Many of them have seen new curriculum as game changer in education system in Bangladesh and some of them has the opposite point of view.