Teaching English to the Test: Why Does Negative Washback Exist within Secondary Education in Bangladesh?

Autor/inn/en	Ali, Md. Maksud; Hamid, M. Obaidul
Titel	Teaching English to the Test: Why Does Negative Washback Exist within Secondary Education in Bangladesh?
Quelle	In: Language Assessment Quarterly, 17 (2020) 2, S.129-146 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ali, Md. Maksud) ORCID (Hamid, M. Obaidul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2020.1717495
Schlagwörter	Testing Problems; Secondary School Teachers; Teacher Attitudes; Second Language Learning; Second Language Instruction; English (Second Language); Correlation; Teaching Methods; Cultural Context; Political Influences; Social Influences; Accountability; Language Tests; Test Preparation; Secondary School Students; Foreign Countries; Bangladesh + Suchen Sie Ihr Suchwort? Lehrerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Political influence; Politischer Einfluss; Sozialer Einfluss; Verantwortung; Language test; Sprachtest; Sekundarschüler; Ausland; Bangladesch
Abstract	This article reports on a study that was carried out to explore the factors that contribute to a negative washback effect on English language teaching (ELT) in secondary schools in Bangladesh. Twelve secondary school teachers were interviewed to understand their perspectives on which factors influenced their pedagogical choices. The interview data were supplemented with secondary material, including official documents, media resources, and NGO (non-government organisation) reports. Drawing on a body of washback research and the empirical data, we constructed the basis for the argument that test-external socio-political and contextual factors may play a substantial role in shaping the nature of washback. It is suggested that emphasising a testing-teaching causal relationship may be overly simplistic, as language teaching may be affected not only by assessment factors but also by a complex of social-psychological, political, economic, and data-driven accountability factors in which testing and teaching are embedded. These insights have implications for scholars in language testing and assessment, policy makers, program designers, and managers in contexts where language tests are believed to affect language instruction negatively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01