LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 24:2 February 2024
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Evaluation of Policy and Practices in Primary Level Schools for English Language Writing Skills in Bangladesh

Simran Wohra & Sukanto Roy

Abstract

The data collection approach for this research is a mixed method to examine the policy and practices for English writing skills in primary-level schools in Bangladesh. The survey was conducted by questionnaires for 12 teachers and 14 students. The last few questions included open-ended questions about classroom practices, teaching methods, class adaptation, and learning. The questions focused on whether students could develop independent writing skills in real-life situations. This research contains qualitative data from secondary sources such as books, journals, and articles, as well as quantitative data as this research conducts surveys of teachers and students on the challenges, providing reliability in primary school writing skills. This study is essential as it helps recognize problems that cause weak writing skills. However, this study may only generalize to some of Bangladesh's schools or educational systems due to the need for more materials and survey participants.

Keywords: writing skills, primary school level, policy and practice, Bangladesh

English language teaching policies are a systematic approach to quality learning. Policies such as teacher training or curriculum organization must be better conducted, as they may cause severe hindrances to English language learning. In Bangladesh, teaching English in primary-level schools should maintain a strategy for primary bilingual learners to adapt and develop English language skills such as listening, reading, writing, and speaking. Bengali medium schools are Bengal-instructed institutions where English needs to be better exposed. Hence, it is vital to recognize and utilize English language principles and policies in Bengali medium primary-level schools.

As per psycholinguistics, reading and writing are two primary skills for understanding language and completing the requirements to be literate. Adult language learners face difficulty learning reading and writing in English because they acquire language to localize (in precisely two areas of the brain: Broca's area, associated with speech production and articulation, and Wernicke's area, which is associated with comprehension) in the brain. Language learning takes time because of lateralization, i.e., the delay in language learning has impaired the right side of the brain. Therefore, teaching English at the primary level in the critical period of plasticity (when children acquire language) of human development can be advantageous with the required exposure and materials for language development.

National Education Policy (2012) in Bangladesh has revised the primary curriculum to develop English skills. National Curriculum Policy helps in a systemic approach to quality learning and teaching; it is a unified method for Bengali medium and government schools. It adds an advantage to the study as the same syllabus for most schools allows generalizing.

This study aims to explore policy implementation in primary-level schools to teach and develop writing skills.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Simran Wohra & Sukanto Roy
Department of English and Modern Languages
North South University
Bashundhara, Dhaka
sukanto.roy@northsouth.edu
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