A Qualitative Study of English Teaching in Bangladesh: A Case Study of Madrasa Education

Abstract

This research examines English teaching and learning at Madrasas in Bangladesh. This study employs a qualitative approach and attempts to identify the problems in the programs that debar from achieving expected English learning outcome. We conducted a semi-structured interview with interviewees, including relevant Madrasa teachers, trainers, trainee teachers, Education officers, and English resource persons at National Academy for Educational Management (NAEM), Dhaka Teachers’ Training College (TTC), and Bangladesh Madrasa Teachers’ Training Institute (BMTTI) located in Dhaka. We found that teacher training for English language learning is urgently required. Curriculum and syllabus in English need to be made the focus on four skills—reading, writing, speaking, and listening. Leading edge technology is identified as an indispensable item for learners. The recruiting system of English teachers needs to be reformed. The best practice would be tagged it to Bangladesh Public Service Commission (BPSC), so as to get effective and qualified teachers. This study identified the supervisory and administrative deficiencies. To improve monitoring, supervision processes, student-friendly Madrasa administration, and Madrasa managing committee is an instrumental.