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RamganjFigure 1: Map of BangladeshRoypurLakshmipur SadarKamalnagarSreepurKaliakairKapasiaRamgatiGazipurSadarKaliganjFigure 2: District Map – GazipurFigure 3: District Map – Lakshmipur188 | Attitudes English Bangladesh
In addition there are several madrasas which provide Islamic religious education.Students who wish to pursue higher education go either to Gazipur district townor to Dhaka. Even though the enrolment rate for educational institutions haslooked encouraging in recent years, the dropout rate is high. Literacy initiativesundertaken either at the governmental or non-governmental level are minimal.Other NGOs operating in Toke such as BRAC, ASA, Proshika and Grameen Bankwork for poverty reduction mostly through their micro credit schemes, butcurrently have very few educational initiatives.The socio-economic infrastructure of Toke is very limited. Houses are mostly madeof clay, straw and bamboo; most of the roads are mud roads, and people usuallyrely on walking for most journeys. People often use three-wheeler, non-motorisedvehicles such as rickshaws for commuting. There are three banks and a few NGOswhich operate their businesses in the area. There are eight market places wherepeople buy and sell essential commodities. Mobile phone servicing centres andcomputer/internet shops have recently mushroomed in these market places.Market places, and especially their tea-stalls, also provide people an opportunityto meet up and chat with each other (see Figure 4 for a photo taken in Toke NoyonBazar).Figure 4: Woman selling rice cakesat the market in TokeThe role that English plays in the area at present is limited almost entirely to theacademic domain. The main language in Toke is Bangla, and there is no otherdominant regional variety. English teachers from different educational institutesoffer private tuition at their homes and/or in coaching centres. Everyday discourseis in Bangla except on the few occasions when local people need to talk withforeigners (mostly the donors and officials from NGOs). One can hear some Englishwords being mixed with Bangla in daily conversation, either for the purposes ofbetter communication or to convey symbolic prestige. English words are also usedextensively on signage. For example, one can see signs such as ‘RenaissanceMultimedia School and Coaching Centre’, ‘A Four Rent-A-Car’, ‘Ekram MultipurposeCo-operative Society Limited’ and so on (see Figure 5 for examples). Children learnArabic for religious purposes at the Maqtabs, which are usually mosque-basedArabic and Islamic religious tuitions centres. Hindu temples similarly offer religiouseducation. Most people understand at least some Hindi, as Hindi programmes fromIndian TV channels as well as Bollywood movies are very popular.Attitudes English Bangladesh | 189
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TeachingEnglishBritish Council ELTR
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British Council ELTResearch PapersV
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ContentsForewordJohn Knagg OBE 3Ove
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ForewordThe British Council aims to
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OverviewPerceptions and Strategies
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A global study of primary English t
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Attitudes to English as a language
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How to make yourself understood by
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1Perceptions and strategies oflearn
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and recently the use of metaphor ha
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Research methods explored to unders
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AgegroupNo. ofparticipantsGenderFMT
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This boy’s way of expressing his
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A breakdown of eight individual asp
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them vulnerable and fragile, ‘It
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It is likely that they perceived le
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ead what teacher is writing on the
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ReferencesBerendt, E. (2008, ed.) M
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Communication Difficulties, In A.L,
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2Investigating global practicesin t
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Review of the LiteratureThe widespr
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training in its theoretical underpi
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2003; Wedgwood, 2007) and teachers
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ationale and without a detailed con
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3. South Korea: a mixed Grades 1 an
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How useful are the following in pla
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translation exercises 50.5%activiti
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Which of the following do you think
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was grammar-based. However, the chi
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Such materials should be:■■■
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Gorsuch, G. J. (2000) EFL education
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Mihaljević Djigunović, J. (2009)
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Appendix - Survey resultsGender:Yea
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Type of primary/elementary school y
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Which language do you mostly use in
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How useful are the following in pla
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3A global study of primary Englisht
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per cent started learning English a
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Teacher DevelopmentMaley (quoted in
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Survey design and analysisQuestionn
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In terms of respondents’ experien
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I’m not a certified teacher … n
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they would like to attend further t
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23 per cent of respondents said the
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have a good knowledge of the langua
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Graddol, D. (2008) How TEYL is chan
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Williams, M., Burden, R. & Lanvers,
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# Answer Response %1 Male 218 9%2 F
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Appendix 2 - Respondentsteaching co
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# Answer Response %1 It’s a good
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# Answer Response %1 Yes 666 29%2 N
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Appendix 4 - Professionaldevelopmen
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# Answer Response %1 Ministry of Ed
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Appendix 5 - Teachersatisfaction# A
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4Confucius, constructivismand the i
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of the sustainability of initiative
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HeilongjiangXinjiangInner MongoliaL
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Method No of interviews Numbers off
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Zhang Huilin also expressed approva
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When I came back … I was teaching
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vocabulary; and songs and storytell
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asked] can you still use CLT at Sen
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ural areas of Shaanxi province. Li
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after their return. Non-participati
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Chisolm, L. (ed) (2004) Changing cl
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5Pulling the threads together:curre
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Review of literatureThis literature
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commitment to language rights (Toll
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SummarySo, taking into account rese
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‘symbolic domination’ (Bourdieu
Page 141 and 142: Research that focuses heavily on in
Page 143 and 144: and she [the EAL LA advisor] builds
Page 145 and 146: ■■■■Planning L1 use careful
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Page 149 and 150: for teachers and children. Forthcom
Page 151 and 152: Basit, T. N. (2009) ‘White Britis
Page 153 and 154: Hall, C. J., Smith, P. H., & Wicaks
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Page 157 and 158: School Location Number of pupils Of
Page 159 and 160: School Participants Nature of parti
Page 161 and 162: ecently where they had all the pare
Page 163 and 164: 6Early EFL learning in context -evi
Page 165 and 166: Early EFL learning in CroatiaBackgr
Page 167 and 168: SampleA total of 173 young EFL lear
Page 169 and 170: School 73- a village school with ar
Page 171 and 172: In all schools except one village s
Page 173 and 174: Excerpt 2:T: Yes it’s a tiny, tin
Page 175 and 176: The three excerpts illustrate three
Page 177 and 178: time. At the very start of early FL
Page 179 and 180: YLs’ answers to the question abou
Page 181 and 182: As these explanations clearly show,
Page 183 and 184: Socio-economicstatusLearningenviron
Page 185 and 186: Medved Krajnović, M. and Letica Kr
Page 187 and 188: 7Attitudes to English as alanguage
Page 189 and 190: learners’ aspirations. Such appro
Page 191: country can either be characterised
Page 195 and 196: The overall picture in terms of lit
Page 197 and 198: give them a small token of apprecia
Page 199 and 200: Field notes and photographsIn addit
Page 201 and 202: know English become a team leader o
Page 203 and 204: English for computing and mobile ph
Page 205 and 206: Or:Bangla is our language. No one w
Page 207 and 208: highly respected people - all thing
Page 209 and 210: professions, and with providing a s
Page 211 and 212: And while there may be a need for m
Page 213 and 214: Erling, E. J. and P. Seargeant (eds
Page 215 and 216: Appendix: Interview scheduleQuestio
Page 217 and 218: 8Learner autonomy: Englishlanguage
Page 219 and 220: ability to take charge of one’s l
Page 221 and 222: One key argument for us here, then,
Page 223 and 224: The final study we discuss here is
Page 225 and 226: MethodologyResearch QuestionsThis p
Page 227 and 228: c. Critical reviewWe asked an acade
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Page 231 and 232: epresenting each orientation functi
Page 233 and 234: it’s just trying to help students
Page 235 and 236: • Feasibility• DesirabilityClas
Page 237 and 238: able to choose the main topic, the
Page 239 and 240: The small percentage of teachers wh
Page 241 and 242: it as a set of skills or abilities
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Workshop Topic Goals1 What is learn
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ReferencesAl-Shaqsi, T. S. (2009) T
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Johnson, K. E. (2006) The sociocult
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Appendix 1: The QuestionnaireEnglis
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StatementStrongly disagreeDisagreeU
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Section 3: Your Learners and Your T
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Appendix 2: Sample InterviewSchedul
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Appendix 3: Descriptive statisticsf
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Statement26. Promoting autonomy is
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they will learn, for what reason th
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Workshop 2: Learner Autonomy in the
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16. I try to promote it by not answ
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3. Using the above framework, what
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“I don’t feel students like to
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Workshop 5: Doing Teacher Research
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. However we collect data, we must
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9Using e-learning to developintercu
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through English. This has resulted
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learning (for example Belz and Thor
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the ‘flow’ of each interview. T
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intercultural awareness in intercul
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Students’ course evaluation5.054.
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sometimes I don’t know how to exp
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Extract 9Niti: it will be useful
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20191817161514131211109876543210Int
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Tables 5 and 6 are important in ill
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5.04.54.03.53.02.52.01.51.00.50.0Qu
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Furthermore, in the interviews the
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Despite these limitations there are
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Notes1. Awareness in this definitio
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Suktrisul, S. (2004) Elearning in T
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You have also been asked to keep a
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you will consider why comparisons b
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B. It will allow me to meet and con
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11. Culture and language are linked
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7. I liked doing this course online
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Teaching and learning6. How would y
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10‘Tanggap, tiklop, tago’(recei
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In what follows, thus, we first exp
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What do those with experience of de
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ecause the sound system is not func
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No. Question Mean SD7. Only trainin
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No. Question Mean SD12. Trainers sh
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I: The tendency is trainers will be
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focus group data, and some of the r
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Demonstration lessonsThe second mai
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FG4: When we are in large groups. B
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No matter how much you aspire for a
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was downed and most of the weakness
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Also, as the mean for Q.55 indicate
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Taken as a whole, this part of the
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3. Please see Appendix A for furthe
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Kennedy, C. (1988) Evaluation of th
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Appendix A: Questionnairerespondent
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cannot see our own eyes. So it’sb
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FGs:clarify that just a little bit
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11How to make yourselfunderstood by
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ackward-pointing gestures that are
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British university and a Spanish Er
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sort of repetition is particular pr
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has. Of course, the lecturer does n
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such as Spanish will express the di
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In the context of this part of thei
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LolaI will do it, I will classify m
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LolaUm how do I, how do I review th
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The gesture that was first introduc
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http://youtu.be/gDU-5M1qg9wAliceAnd
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This is a good example of ‘dramat
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Immediately after Alice has produce
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who perhaps prefer to stick closely
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Alicereas .. if you just think ^ ..
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HelenaDebbieHelenaDebbieHelenaDebbi
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JohnI think that’s very good beca
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Kovecses, Z. (2006) Metaphor: A Pra
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12Computers and learnerautonomy: tr
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established in that students are as
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table between the interviewer and i
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It is also worth noting here that o
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favourites’; TF ‘I have a flash
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“added value” to SACs. Indeed,
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important generic matters arising f
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Figura, K., and Jarvis, H. (2007) C
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Appendix - Questionnaire(with colla
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5. How often do you usually use com
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Computer-basedmaterials - withcompl
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NSTOTAL 41% (50) 49.2% (60) 9.8% (1
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ContributorsSaleh Salim Al-BusaidiL
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Mi Mi ChoongPerceptions and strateg
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Elizabeth J. ErlingAttitudes to Eng
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Albert LeePerceptions and strategie
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Sayeedur RahmanAttitudes to English
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Dr. Alan WatersPerceptions of Best
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The British Council works closely w
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