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English language classroom practices: Bangladeshi primary school children’s perceptions

Shrestha, Prithvi (2013). English language classroom practices: Bangladeshi primary school children’s perceptions. RELC Journal, 44(2) pp. 147–162.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1177/0033688213488466
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Abstract

English language teaching (ELT) has been investigated from various angles including how English language teachers perceive what happens in an ELT classroom. How primary school English language learners perceive their experiences of ELT is rarely reported in the published literature, particularly from developing countries such as Bangladesh. This article reports on a study that examined Bangladeshi primary school learners’ experience of English language classroom practices in which technology-enhanced communicative language teaching activities were promoted through a project called English in Action (EIA). EIA is a large-scale 9-year long international English language development project in Bangladesh, funded by the UK government. A semi-structured group interview was conducted with 600 Grade 3 students from different regions of Bangladesh. The findings showed that the learners found communicative language learning activities such as dialogue and role play more effective than translation and memorising grammar rules for learning English, although they enjoyed reciting and drills. The results also showed that these learners’ English teachers tended to mix both traditional and communicative approaches in their lessons. The paper critiques EIA and argues that any major language development project needs to consider the local context and learners’ views on language learning for its success.

Item Type: Article
Copyright Holders: 2013 The Author
ISSN: 1745-526X
Keywords: primary learner perceptions; English language teaching; English in Action; Bangladesh; communicative language teaching
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Language & Literacies
Item ID: 36737
Depositing User: Prithvi Shrestha
Date Deposited: 28 Feb 2013 14:18
Last Modified: 30 Nov 2016 08:50
URI: http://oro.open.ac.uk/id/eprint/36737
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