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Seargeant, P. and E. J. Erling (2012) ‘English and International Development’. InErling, E. J. and Seargeant, P. (eds).Sen, A. (2001) Development as Freedom. Oxford: Oxford University Press.Silverman, D. (2006) Interpreting Qualitative Data. London: Sage.Street, B. (ed.) (2001) Literacy and Development: Ethnographic Perspectives.London and New York: Routledge.Street, B., A. Rogers and D. Baker (2006) ‘Adult teachers as researchers:Ethnographic approaches to numeracy and literacy as social practices in SouthAsia’, Convergence 39/1, 31-44.Tembe, J. and B. Norton (2011) ‘English education, local languages and communityperspectives in Uganda’, Dreams and Realities: Developing Countries and theEnglish Language. London: <strong>British</strong> <strong>Council</strong>, 114-136.Thompson, H. (2007) Bangladesh. In A. Simpson (ed.) Language and NationalIdentity in Asia. Oxford: Oxford University Press, 33-54.UNDP (2011) International human development indicators: Bangladesh.http://hdrstats.undp.org/en/countries/profiles/BGD.htmlThe Human Development Index-going beyond income. Available athttp://hdrstats.undp.org/en/countries/profiles/BGD.htmlUNESCO (2005) Education for All: Literacy for Life. Paris: UNESCO.UNICEF (2010) Bangladesh: Statistics. Available atwww.unicef.org/infobycountry/bangladesh_bangladesh_statistics.htmlUnited Nations Millennium Development Goals. (2000) Available online athttp://www.un.org/millenniumgoals/Vavrus, F. (2002) ‘Postcoloniality and English: Exploring language policy and thepolitics of development in Tanzania’, TESOL Quarterly 36, 373-397.Wedell, M. (2008) ‘Developing a capacity to make “English for Everyone”worthwhile: Reconsidering outcomes and how to start achieving them’.International Journal of Educational Development 28, 628-639.World Bank (2007) ‘Bangladesh: Strategy for sustained growth’, BangladeshDevelopment Series, Paper no. 18. World Bank: Dhaka. Available online athttp://siteresources.worldbank.org/INTBANGLADESH/Resources/fullreport.pdf210 | Attitudes English Bangladesh
Appendix: Interview scheduleQuestions about backgroundOccupationFamily situationEducational background[other?]Questions about EnglishDo you speak English? If so, how did you learn it?Do you use it much? If so, for what purposes? (e.g. reading, writing, speaking,listening)Do you know of people in your community who speak English well? If so, who arethey? What do they do? For what purposes they use it?Do you think that people in the community want to learn English? If so, why do youthink they want to learn it? For what purposes?What kind of employment opportunities are there in your community?Do you think people’s employment opportunities are improved if they can speakEnglish? If so, why do you think this is?Do you think the learning of English improves the livelihoods of people in thecommunity? If so, how? (e.g. reading knowledge, access to information/media,communicate with people from other countries, etc.)Do you think that learning English would help you/others:Get better job?Grow the business?Work abroad?Earn more money?Access to higher education?Have access to technology?Other motivations?What effect do you think that learning English has on people within thecommunity? (e.g. does it have any impact on the way they act, the traditionalculture, the other languages they speak/ learn, etc.?)Do you have any concerns that the learning of English by people in yourcommunity would change people in some way? (e.g. interfere with the localculture, religion, language)What are the benefits of learning English?Attitudes English Bangladesh | 211
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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
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Research that focuses heavily on in
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and she [the EAL LA advisor] builds
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■■■■Planning L1 use careful
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■■■■■■A community with
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for teachers and children. Forthcom
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Basit, T. N. (2009) ‘White Britis
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Hall, C. J., Smith, P. H., & Wicaks
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Sellers, R. M., Smith, M. A., Shelt
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School Location Number of pupils Of
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School Participants Nature of parti
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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 and 192: country can either be characterised
Page 193 and 194: In addition there are several madra
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: Erling, E. J. and P. Seargeant (eds
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
Page 229 and 230: emind those who had not. Two days a
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
Page 243 and 244: Workshop Topic Goals1 What is learn
Page 245 and 246: ReferencesAl-Shaqsi, T. S. (2009) T
Page 247 and 248: Johnson, K. E. (2006) The sociocult
Page 249 and 250: Appendix 1: The QuestionnaireEnglis
Page 251 and 252: StatementStrongly disagreeDisagreeU
Page 253 and 254: Section 3: Your Learners and Your T
Page 255 and 256: Appendix 2: Sample InterviewSchedul
Page 257 and 258: Appendix 3: Descriptive statisticsf
Page 259 and 260: Statement26. Promoting autonomy is
Page 261 and 262: they will learn, for what reason th
Page 263 and 264: 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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