Historical Influence on English Language Education at Secondary Level in Bangladesh: Insights from Policymakers

Abstract

English language education has been in practice in Bangladesh over the last 250 years. This article provides a critical account of the aims of English language education as well as of the problems that obstruct the realisation of those aims. Bangladesh inherits historical influences for the policy and practice of the English language. This historic review is necessary as there is a lack of comprehensive accounts or critiques of English language education in Bangladesh. Therefore, it is important to understand the historical traces of English language education. In-depth interviews with policymakers were qualitatively analysed to interpret the understandings, intentions, and expectations of the policymakers and for English language education. The article finds the colonial influence on secondary English education in Bangladesh. Although English for Today (EfT) textbooks are aligned to the curriculum for the inclusion of oral skills, they are not fully functional in classroom practice and the assessment process due to the colonial influence. The article suggests future directions for policy and practice of secondary English language education to meet the needs of the Bangladeshi context. As the findings are only based on policymakers’ perspectives, it requires further research from practitioners’ perspectives to explore new insights.