The implementation of the 2021 secondary English curriculum in Bangladesh: insights from teachers’ and students’ experiences with English for Today

Abstract

This study investigates the role of the government-mandated English textbook English for Today in the implementation of the 2021 Secondary Education Curriculum in Bangladesh. The study explores both the opportunities and challenges faced by the participants under the new curriculum and examines whether the new curriculum enables the participants to develop their communicative competence in English. This research was carried out using a qualitative approach. Data were collected through semi-structured interviews with secondary level students and teachers from various schools across the country. Interviews with teachers provided insights into the curriculum design, its alignment with instructional practices, and challenges of implementation. Students shared their experiences on learning English within this new framework, including whether they found the classroom activities relevant, engaging, and effective in improving their language use. Findings revealed that while the new curriculum has brought some improvement in students' language skills, persistent challenges remain, such as inadequate facilities, reliance on traditional pedagogy, and insufficient teacher training. The study concludes with recommendations for aligning assessment practices with the curriculum, providing rigorous teacher training, and strengthening the provision of resources and technology to ensure the effective use of English for Today in implementing the new English curriculum.