Communicative English in the Primary Classroom: Implications for English-in-Education Policy and Practice in Bangladesh

Autor/inn/en	Hamid, M. Obaidul; Honan, Eileen
Titel	Communicative English in the Primary Classroom: Implications for English-in-Education Policy and Practice in Bangladesh
Quelle	In: Language, Culture and Curriculum, 25 (2012) 2, S.139-156 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2012.678854
Schlagwörter	Democracy; Global Approach; Foreign Countries; Communicative Competence (Languages); English (Second Language); Second Language Learning; Teaching Methods; Second Language Instruction; Educational Policy; Financial Support; Elementary Education; Classroom Communication; Native Language; Literacy Education; Bangladesh + Suchen Sie Ihr Suchwort? Demokratie; Globales Denken; Ausland; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Politics of education; Bildungspolitik; Finanzielle Förderung; Elementarunterricht; Klassengespräch; Bangladesch
Abstract	Globalisation and the global spread of English have led nation-states to introduce English into the early years of schooling to equip their citizens with communicative competence in order to compete within a global economy for individual and national development. In teaching English as a Second/Foreign Language, nations have adopted learner-centred approaches such as communicative language teaching to conform to neoliberal discourses of global capitalism and liberal democracy on the one hand and policy directions and imperatives of world policy organisations and funding agencies on the other. In this paper, the implications of these global imperatives within the local context of Bangladeshi primary English classrooms are investigated and a comprehensive picture of the pedagogy in practice in terms of classroom discourses and interactions, learning activities and teacher and learner behaviours is drawn. This picture is supplemented by qualitative insights into primary L1 (first language) literacy pedagogy to demonstrate how materials and methods policies are acted out in the classroom context. It is argued that communicative English and learner-centred pedagogy cannot be seen, to a desirable extent, in actual classroom practice, thus impeding L2 teaching goals in the country. (Contains 4 notes and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10