Bangladesh's national education policy for English teaching: Policy direction and gaps over the last decade

Abstract

This study aims to demonstrate the perceived differences between the direction and the gaps in the execution of Bangladesh's National Education Policy (NEP) for English Teachers. It specifically examines the changing requirements of English teachers over the past decade by enhancing their proficiency and teaching methodologies. In this study, we show that communicative language teaching (CLT) approaches significantly modify the existing structure of educational policy in Bangladesh. The present study is grounded in the constructivist research paradigm and utilized a qualitative case study approach from diverse sources. The data was gathered via document analysis, classroom observations, and interviews with six secondary school English teachers from a pool of educators representing four schools in different areas of Bangladesh. The data was analyzed using theme analysis via NVivo 11 software. The findings indicate several areas where the objectives of Bangladesh's NEP could be better aligned with their practical execution. These areas include reforming elementary and secondary schools and restructuring school leadership, teacher education, teacher status, and classroom pedagogy. Furthermore, this study is a valuable contribution toward advancing a more robust and efficient education policy at the national level, which can effectively improve the standard of education for all to provide quality teaching.