1. ENGLISH LANGUAGE TEACHING AND LEARNING
AT THE ALIM LEVEL IN THE MADRASHAS IN
BANGLADESH: PROBLEMS AND POSSIBLE
SOLUTIONS
M. Phil. Thesis
By
Md. Enamul Hoque
A thesis submitted to the faculty of Arts and Humanities of
Jahangirnagar University in partial fulfillment of the requirements
for the degree of
M. Phil. in English Language
(Applied Linguistics and ELT)
Department of English
Jahangirnagar University
Savar, Dhaka
Bangladesh
June 2008

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ENGLISH LANGUAGE TEACHING AND LEARNING
AT THE ALIM LEVEL IN THE MADRASHAS IN
BANGLADESH: PROBLEMS AND POSSIBLE
SOLUTIONS
Researcher
Md. Enamul Hoque
M. Phil. Researcher
Department of English
Jahangirnagar University
Savar, Dhaka
Bangladesh
Supervisor
Dr. M. Maniruzzaman
Department of English
Jahangirnagar University
Savar, Dhaka
Bangladesh
June 2008

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Declaration
I, Md. Enamul Hoque, hereby declare that this thesis titled English Language
Teaching and Learning at the Alim Level in the Madrashas in Bangladesh:
Problems and Possible Solutions submitted to Jahangirnagar University, Savar, Dhaka,
Bangladesh in partial fulfillment of the requirement for the degree of M. Phil. in
English Language (Applied Linguistics and ELT) is a record of my original and
independent research work done under the supervision and guidance of Dr. M.
Maniruzzaman, Department of English, Jahangirnagar University, and it has not formed
the basis for the award of any degree/diploma/associateship/fellowship or other similar
title to any candidate at any university.
Md. Enamul Hoque
M. Phil. Researcher
Department of English
Jahangirnagar University, Savar, Dhaka, Bangladesh

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Certificate
I am pleased to certify that the thesis entitled English Language Teaching and
Learning at the Alim Level in the Madrashas in Bangladesh: Problems and Possible
Solutions submitted to Jahangirnagar University, Savar, Dhaka, Bangladesh in partial
fulfillment of the requirement for the award of the M. Phil. degree in English Language
(Applied Linguistics and ELT) is a record of the original study done by
Mr. Md. Enamul Hoque under my supervision and guidance. This thesis has not formed
the basis for the award of any degree/diploma/associateship/ fellowship or other similar
title to any candidate of any university.
Dr. M. Maniruzzaman
Supervisor
Department of English
Jahangirnagar University, Savar, Dhaka, Bangladesh

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Acknowledgement
First and foremost, I would like to thank Allah (SWT) for giving me the
opportunity to carry out the study and for not losing my heart at any stages of my
research. I would like to express my immense gratitude to my research supervisor Dr.
M. Maniruzzaman, Department of English, Jahangirnagar University, Savar, Dhaka for
opening the door of opportunity for me to do research under his sincere guidance. He is
the torch bearer of the march of my research. He lavishly spent his time to mould me
and to better my academic activities. Without his efforts, it would not be possible to
submit the thesis at this moment. I also gratefully thank him for having spent his
valuable time, academically sharing views with me. I deem it a blessing from the
Almighty to have the right person for my research guidance.
I would like to thank all the teachers and staff of the Department of English,
Jahangirnagar University for their cooperation during this study. I am sincerely grateful
to Mr. Shamsad Mortuza, the chairman, Department of English for his sympathy and
kindness in writing some letters to my authority for deputation. I specially thank Mr.
Ahmed Reza, Associate Professor, Department of English, Jahangirnagar University for
helping me select the study area and the title of the present study.
The deepest appreciation from the very core of my heart goes to
Mr. Abdul Mabud, Deputy Conservator of Forest, and the Director, Bangladesh Forest
School, Sylhet for his all out personal as well as official cooperation for the successful
completion of my research. My fellow researcher Shahanaz Mahmud deserves thanks
for her inspiration at all levels.
I express my profound gratitude to M H Nurunnabi and Afroja Hoque for their
ample support in reviewing and checking the questionnaires of the present study.

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I would like to acknowledge the very sincere support and assistance of
A. B. M. Shafiqul Islam and Md. Jahurul Islam, two able M. A. final year students of
the Department of English, Jahangirnagar University in organising two seminars for
me, without whose supports and cooperation, it would be impossible for me to present
my two seminars through multimedia.
I am thankful to the responding students and teachers of 24 madrashas who
eagerly came forward to help me answering the questions in the questionnaires.
I, with all sincerity, record my sense of gratefulness to my family. I am
extremely grateful to my sister- in- law Rawshan Ara Islam Shilpi and younger brother
Emdadul Hoque for their financial support when I was in financial crisis during the
present study. I must record my deepest love to my two tireless daughters, Nuasiba and
Nabiha, who having missed me always showed their helplessness during the study.
Last but not least, I am completely indebted to Afroja Islam Jasmin, my wife,
who provided all sorts of support to stick to the study and kept me away from all the
family chores and proved herself a constant source of inspiration all the time. She not
only gave me opportunity to work, but also encouraged me to complete the research
successfully.
Md. Enamul Hoque
M. Phil. Researcher
Department of English
Jahangirnagar University, Savar, Dhaka

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Abstract
The role of English language as a lingua franca makes it a unique language in the
world. This distinctiveness does not only refer to the language itself, but also to the
ways it is taught as a foreign language. Learning a foreign language takes place step by
step in which a number of factors play a direct role. This study intends to shed light on
the state of “English Language Teaching and Learning at the Alim Level in the
Madrashas in Bangladesh”. It tries to unveil the problems encountered by the Alim
students (higher secondary), sketch a picture of teacher-student interaction and their
linguistic behaviour in the class, and evaluate the level of performance of students in
the four basic skills of English language: listening, speaking, reading, and writing. The
study suggests certain remedial measures to overcome the problems or hindrances lying
in the process of teaching -learning activities.
The investigation goes around some domains directly related to applied
linguistics and ELT: textbook materials, syllabuses and curriculums, teaching methods
and approaches, status of teachers, teaching aids and equipment, perception of needs of
English, preference of learning strategies, testing and assessment, etc. For the present
study, 1000 Alim students and 25 English teachers teaching English to the same
students are randomly selected from 24 madrashas located in both urban and rural
areas. The data for the present study is collected through questionnaires: student
questionnaire and teacher questionnaire. The findings of the present are presented in the
pie charts and tables. The data is analysed in the descriptive and the contextual
methods.
The study reveals that the major problems in English language teaching and learning at
the Alim level lie with the textbook materials, syllabus, uninteresting lessons, method

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of teaching, avoidance of practicing listening and speaking, poor quality of teachers,
lack of physical facilities of the classroom, very poor quality teaching aids and
equipment, etc. The study finds correlations between the teachers and the students on a
number of issues. Contradictions are also found between them on some points relating
to English language teaching and learning. A good amount of literature related to the
current study is reviewed to correlate and support the present study.
The major findings of the present study suggest that cooperative learning helps
significantly to enhance the learners’ oral communicative competence and their
motivation towards learning English. On basis of the findings, a good number of
suggestions for NCTB, Madrashas Education Board and English language teachers are
made for the further improvement of teaching and learning English in Alim classes.
Finally, suggestions for future research are given. The present study, thus, claims to
have social vitality, reliability and validity as it provides enough insights into the
English language teaching and learning at the Alim level in the madrashas in
Bangladesh.
List of Acronyms and Abbreviations Used
Acronyms/
Expressions
Abbreviations
BISE : Board of Intermediate and Secondary Education
BMEB : Bangladesh Madrasha Education Board
BTEB : Bangladesh Technical Education Board
CA : Communicative Approach

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CC : Communicative Competence
:
CLT Communicative Language Teaching
DM : Direct Method
DSHE : The Directorate of Secondary and Higher Secondary Education
EFL : English as a Foreign Language
EFT : English For Today
EL : English Language
ELTIP : English Language Teaching Improvement Project
ELT : English Language Teaching
ELLT : English Language Learning and Teaching
ENL : English as a Native Language
ESL : English as a Second Language
ESOL : English for Speakers of other Languages
FL : Foreign Language
GTM : Grammar Translation Method
HSC : Higher Secondary Certificate
L1 : First Language
L2 : Second Language
LAD : Language Acquisition Device
LP : Language Performance
LSRW : Listening, Speaking, Reading and Writing
MEB : Madrashas Education Board
MOE : Ministry of Education

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NCTB : National Curriculum and Textbook Board
ODA : Government Oversees Development Administration
S : Student
SL : Second Language
SLA : Second Language Acquisition
SSC : Secondary School Certificate
T : Teacher
TEFL : Teaching English as a Foreign Language
TESL : Teaching English as a Second Language
TTC : Teachers’ Training College
UGC : University Grants Commission
% : Percentage

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Contents
Page
Declaration ...................................................................... 3
Certificate ......................................................................... 4
Acknowledgement .......................................................... 5
Abstract ............................................................................ 7
Contents .......................................................................... 11
List of Figures ................................................................... 18
List of Tables ..................................................................... 21
Chapter 1: Introduction ------------------------------------------
1.1 Preliminaries ---------------------------------------------------------------------------
1.2.1 First Language and Second Language ---------------------------------------------
1.1.2 Foreign Language vs. Second Language -----------------------------------------
1. 1.3 Acquisition vs. Learning ------------------------------------------------------------
1.2 English Language Teaching (ELT) in Bangladesh-------------------------------
1.2.1 Colonial Period -----------------------------------------------------------------------
1.2.2 Pakistan Period------------------------------------------------------------------------
1.2.3 Post Liberation Period-------------------------------------------------------------
1.2.4 Statement of the Problem------------------------------------------------------------
1.2.5 Significance of the Study------------------------------------------------------------
1.2.6 Objectives of the Study--------------------------------------------------------------

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1.2.7 Limitations of the Study-------------------------------------------------------------
1.2.8 Definitions and Terms Used in the Thesis-----------------------------------------
1.2.9 Outline of the Study-----------------------------------------------------------------
1.3 Conclusion----------------------------------------------------------------------------
1.4 Works Cited---------------------------------------------------------------------------
Chapter 2: English Language Teaching and Learning
at the Alim Level ---------------------------------------------------------
2.1 Education Structure in Bangladesh-----------------------------------------------
2.2 Different Streams in Education---------------------------------------------------
2.2. 1 General Education-----------------------------------------------------------------
2.2.1.1 Primary Education------------------------------------------------------------------
2.2.1.2 Secondary Education---------------------------------------------------------------
2.2.1.3 Higher Secondary Education------------------------------------------------------
2.2.1.4 Higher Education--------------------------------------------------------------------
2.2.2 Madrasha Education----------------------------------------------------------------
2.2.2.1 Ebtadayee (Primary)Education ---------------------------------------------------
2.2.2.2 Dakhil (Secondary) Education ----------------------------------------------------
2.2.2.3 Alim(Higher Secondary) Education----------------------------------------------
2.3.2.4 Tertiary /Higher Education--------------------------------------------------------
2.2.3 Technical Education----------------------------------------------------------------
2.3 History of Madrasha Education---------------------------------------------------
2.4 Madrasha Education after the Independence of Bangladesh-----------------
2.5 Madrasha Teachers’ Training Institute(MTTI)---------------------------------

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2.6 ELT Policy in Bangladesh---------------------------------------------------------
2.7 Place of English in the Madrasha Curriculum-----------------------------------
2.7.1 Curriculum and Syllabus for Alim Class----------------------------------------
2.7.2 Objectives of English Textbooks in the Madrashas----------------------------
2.7.3 Syllabus Contents of English for Alim Class------------------------------------
2.7.4 Layout of the Questionnaire------------------------------------------------------
2.8 Evaluation of Textbook------------------------------------------------------------
2.8.1 Types of Evaluation-----------------------------------------------------------------
2.8.2 Textbook Evaluators----------------------------------------------------------------
2.8.3 Methods and Procedures of Textbook Evaluation-----------------------------
2.8.4 Evaluation of English for Today Book Eight for Alim Class-----------------
2.9 Status of English Language Teacher---------------------------------------------
2.9.1 Proficiency in English -------------------------------------------------------------
2.9.2 Teaching Effectiveness-------------------------------------------------------------
2.9.2.1 Classroom Management------------------------------------------------------------
2.9.2.2 Psychological Elements an Personality of Teacher----------------------------
2.9.3 Academic Qualification of English Teacher-------------------------------------
2.9.4 Teaching Method/Approaches Used By the Class------------------------------
2.10 Assessment and Testing System--------------------------------------------------
2.10.1 Continuous Assessment------------------------------------------------------------
2.10.2 Internal Examination---------------------------------------------------------------
2.10.3 Alim Public Examination----------------------------------------------------------
2.10.4 Format and Items of Alim Public Examination---------------------------------
2.11 Teaching Aids and Equipments Used in the Class-----------------------------

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2.12 Physical Facilities of the Class---------------------------------------------------
2.13 Conclusion
2.14 Works Cited
Chapter 3: Literature Review---
3.1 Objectives of Literature Review-------------------------------------------
3.2 Review of Related Literature-----------------------------------------------
3.3 Conclusion--------------------------------------------------------------------
3.4 Works Cited------------------------------------------------------------------
Chapter 4: Research Design and Methodology
4.3.2.3 Practicality------------------------------------------------------
4.4 Data Collection Procedures-----------------------------------------------
4.5 List of Madrasha Selected for Investigation----------------------------
4.6 Data Analysis---------------------------------------------------------------
4.7 Conclusion-------------------------------------------------------------------
4.8 Works Cited-----------------------------------------------------------------
Chapter 5: Presentation and Interpretation of Findings
5.1 Presentation and Interpretation of Findings-----------------------------
5.2 Conclusion-------------------------------------------------------------------
5.3 Works Cited-----------------------------------------------------------------

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Chapter 6: Conclusion and Recommendations
6.1 Findings of the Study in Brief ----------------------------------------------------
6.2 Recommendations------------------------------------------------------------------
6.2.1 Recommendations for NCTB-----------------------------------------------------
6.2.2 Recommendations for Madrasha Education Board (MEB)-------------------
6.2.3 Recommendations for Textbook and Syllabus---------------------------------
6.2.4 Recommendations for Test and Assessment------------------------------------
6.2.5 Recommendations for Teaching Aids and Equipment------------------------
6.2.6 Recommendations for Teachers--------------------------------------------------
6.2.7 Suggestions for Students-----------------------------------------------------------
6.3 Further Research--------------------------------------------------------------------
6.4 Conclusion---------------------------------------------------------------------------
6.5 Works Cited-------------------------------------------------------------------------

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List of Figures
1.1 Relevance of syllabus viewed by the students -----------------------------------
1.2 Relevance of syllabus viewed by the teachers------------------------------------
2.1 Size of syllabus viewed by the students-------------------------------------------
2.2 Size of syllabus viewed by the teachers-------------------------------------------
3.1 Task enjoyment viewed by the students-------------------------------------------
3.2 Task enjoyment viewed by the teachers-------------------------------------------
4.1.1 Practice of listening skill viewed by the students---------------------------------
4.1.2 Practice of speaking skill viewed by the students-------------------------------
4.1.3 Practice of reading skill viewed by the students---------------------------------
4.1.4 Practice of writing skill viewed by the students ---------------------------------
4.2.1 Practice of listening skill viewed by the teachers --------------------------------
4.2. 2 Practice of speaking skill viewed by the teachers--------------------------------
4.2. 3 Practice of reading skill viewed by the students--------------------------------
4.2.4 Practice of writing skill viewed by the students----------------------------------
5.1 Role of Syllabus viewed by the students-----------------------------------------
5.2 Role of Syllabus viewed by the teachers------------------------------------------
6.1 Learning style viewed by the students---------------------------------------------

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6.2 Learning style viewed by the teachers---------------------------------------------
7.1 Role of the text book in learning language skills viewed by the students---
7.2 Role of the book in learning language skills viewed by the teachers----------
8.1 Interesting lesson viewed by the students----------------------------------------
8.2 Interesting lesson viewed by the students----------------------------------------
9.1 Difficulties with the lesson viewed by the students------------------------------
Difficulties with the lesson viewed by the teachers----------------------------
9.2
10.1 Relevance of lesson viewed by the students------------------------------------
10.2 Relevance of lesson viewed by the teachers--------------------------------------
11.1 Activeness in the class viewed by the students-----------------------------------
11.2 Activeness in the class viewed by the teachers-----------------------------------
12.1 Explanation of text viewed by the students---------------------------------------
12.2 Explanation of text viewed by the students--------------------------------------
13.1 Teachers’ encouragement viewed by the students--------------------------------
14.1 Explanation of vocabulary item viewed by the students------------------------
14.2 Explanation of vocabulary item viewed by the teachers----------------------
15.1 Teachers sympathy viewed by the students--------------------------------------
15.2 Teachers sympathy viewed by the teachers --------------------------------------
16.1 Use of the textbook viewed by the students-------------------------------------

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16.2 Teachers’ following the textbook viewed by the students---------------------
17.1 Use of English by the teachers viewed by the students------------------------
17.2 Use of English by the teachers viewed by the teachers--------------------------
18.1 Teachers’ qualification and competence viewed by the students---------------
18.2 Teachers’ qualification and competence viewed by the teachers---------------
19.1 Teachers’ cooperation after class viewed by the students----------------------
19.2 Teachers’ cooperation after class viewed by the teachers-----------------------
20.1 Use of teaching aids and equipments viewed by the students------------------
20.2 Use of teaching aids and equipments viewed by the students-----------------
21.1 Correction of works viewed by the students-------------------------------------
21.2 Correction of works viewed by the teachers--------------------------------------
22.1 Correction of works viewed by the teachers--------------------------------------
22.2 Correction of works by the classmate viewed by the teachers-----------------
23.1 Self correction viewed by the students--------------------------------------------
23.2 Self correction viewed by the teachers---------------------------------------------
24.1 Needs of English viewed by the students-----------------------------------------
24.2 Needs of English viewed by the teachers-----------------------------------------
25.1.1 Evaluation of students listening skill viewed by the students-------------------
25.1.2 Evaluation of students speaking skill viewed by the students------------------

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25.1.3 Evaluation of students reading skill viewed by the students--------------------
25.1.4 Evaluation of students writing skill viewed by the students--------------------
25.2.1 Evaluation of students listening skill viewed by the teachers-------------------
25.2.2 Evaluation of students speaking skill viewed by the teachers-----------------
25.2.3 Evaluation of students reading skill viewed by the teachers-------------------
25.2.4 Evaluation of students writing skill viewed by the teachers--------------------
List of Tables
Table- 1 Education structure of Bangladesh ---------------------------------------------
Table - 2 Teachers’ qualification ----------------------------------------------------------
Table- 3 Number of madrashas, and students---------------------------------------------
Table- 4 List of madrasha selected for investigation-------------------------------------
Bibliography------------------------------------------------------------
Appendix 1

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Appendix 2 Teacher Questionnaire ---------------------------------------------------------
Appendix 3 English Syllabus---------------------------------------------------------------
Items and Distribution of Marks--------------------------------------------
Appendix 4
Appendix 5 English Syllabus for Alim Examination------------------------------------
Appendix 6 English Question of Alim Examination 2007----------------------------
Appendix 7 English Question of Alim Examination 2008----------------------------
Chapter 1
Introduction
This chapter briefly introduces the present study and discusses some issues of language
learning which include preliminaries, definitions and differences between first, second
and foreign languages, chronological background of English language in Bangladesh,
the statement of the problem, the significance of the study, the objectives of the study,
the limitations of the study, the outline of the thesis, the terms used in the thesis, etc.
1.1 Preliminaries

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Language is one of the most wonderful gifts given by God to humanity. It is with the
help of language that a human can be able to communicate, solve a number of his/her
problems and make a lot of achievements in life. If there had been no language, it
would have been difficult for humankind to communicate his/her views to fellow
human beings, there would have come no educational activity into existence, there
would have been no law making, no preaching, no lecturing and nothing like talking,
singing, writing, and there would have been no books. This is why, it is very essential
for every human to learn and use a language.
Language enables people to express their feelings, ideas, wishes, and so on. It
is a tool through which the worldly knowledge is acquired and preserved. A particular
language is one of the indicators of the cultural identity of a linguistic community as
well as individual personality. However, it is not easy to learn a language. Every
language is a complex phenomenon, and one has to devote a number of years to
learning a language. Some learners are able to learn more than one language if they
make efforts.
Sapir advocates “Language is a primarily human and non-human inborn
method of communicating ideas, emotion and desires by means of a system of
voluntarily produced symbols" (10). Jesperson says, "Language is a set of human
habits, the purpose of which is to give expressions to thoughts and feelings” (12). Klein
suggests “Language is the medium through which, the child acquires the cultural,
moral, religious and other values of society” (6). Further, every language plays a crucial
role in maintaining social relationship between and among the people of the same
linguistic community and of the various cultures, customs and beliefs. Language is such
an important thing for a nation that people can sacrifice their lives. In 1952, a number

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of valiant people of Bangladesh sacrificed their lives for the sake of their mother tongue
Bengali.
1.1.1 First Language and Second Language
Klein opines that a language is 'first' when no other language was acquired before;
otherwise it is second (3). Thus, the mother tongue which is acquired first and foremost
by a child when his/her language cells are empty is first language (L1); and the
language which is acquired / learnt in addition to the L1 is second language (L2). In
this context, the term 'second language' refers to any language that is learnt subsequent
to the mother tongue.
Bangladesh has over thirty tribes most of whom are in Rajshahi, Chittagong,
Bandarbon, Rangamati, Khagrachori, Mymensingh, Tangail, Sylhet, Patuakhali and
Barguna. Some 2-3 million tribal people speak in their own languages, which are called
their first languages. The well-known tribal languages are Chakma, Garo, Khasia,
Magh, Manipuri, Munda, Oraon, and Santali. Other tribal languages are Kachhari,
Kuki, Tipra, Malpahadi, Mikir, Shadri and Hajang. The tribal people also learn and
speak Bengali as their second language to communicate with the people of other
communities. The main objective of the second language is to enable the speaker for
relatively wider participation in society and in the nation.
1.1.2 Foreign Language versus Second Language
The phrase 'foreign language' is used to denote a language that is learnt through
instruction, and which is usually studied either for communication with foreigners who
speak the language or for reading printed materials in the language. 'Second language',

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on the other hand, is one that becomes another tool of communication along with the
first language. Richards et al. suggest that “a foreign language is a language which is
taught as a school subject but which is not used as a medium of instruction in schools
nor as a language of communication within a country (...), a second language is a
subject which is not a native language in a country but which is widely used as a
medium of communication (…) and which is usually used alongside another language
or languages” (108).
In Bangladesh, English is neither a native nor a second language; rather, it is a
foreign language. In India and Pakistan, English is used as the second language.
English started to be used extensively in Bangladesh after the British had come in
power. Since then, English has been being taught compulsorily in schools, colleges and
madrashas in Bangladesh as the main source of up-to-date knowledge and effective
means of information.
1.1.3 Acquisition versus Learning
There are different opinions on the acquisition and learning of language. Krashen’s
opinion is one of them. He distinguishes acquisition from learning. Acquisition refers to
the subconscious process of picking up a language through exposure, and learning
refers to the conscious process of studying it (4). According to this view, if a language
is internalised subconsciously through exposure in a natural environment, the process
becomes acquisition. In contrast, if a language is internalised consciously through
instruction in classroom settings, the process becomes learning. When a language is
internalised subconsciously by a learner, he/she may not have grammatical competence,
but he/she may have communicative competence in a particular context; and when a

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language is internalised consciously by him/her, he/she may have grammatical
competence, but may not have communicative competence.
First language acquisition occurs when the learner is usually a child without a
language so far, and acquires one anew. Second language acquisition stands in contrast
to first language acquisition. It is learnt as an additional language after he/she has
acquired his/her mother tongue. Second language acquisition refers to all the aspects of
the language that the language learner needs to master. Second language acquisition
sometimes contrasts with the second language learning on the assumption that they are
different processes in acquiring a language. The term "acquisition" is used to refer to
picking up a language through exposure, whereas the term "learning" is used to the
process of acquiring a language other than mother tongue in a structured means or
tutored setting. It covers the development of phonology, lexical, grammar and
pragmatic knowledge.
1.2 Chronological History of English in Bangladesh
English is a global language spoken and taught in many countries both as a native and a
second or a foreign language. It is taught in schools, colleges and madrashas in almost
every country in this world. This is a living and vibrant language spoken by over 350
million people as their native language. Besides, millions of people speak it as a foreign
or second language. It is estimated that more than 300 million people speak English as
a second language, and about 250 million people use it fluently as a foreign language.
In addition to that, about 1000 million people around the globe have more or less
knowledge of English. It is learnt almost everywhere of the world because knowledge
of English is considered as an international passport in terms of communication with

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the entire world. It is considered in Bangladesh as a stair of prosperity, a tool of
acquiring knowledge and as a sign of sophistication. In Bangladesh, English is taught
as a compulsory subject in schools, colleges and madrashas from the primary to the
tertiary level (Bachelor degree). English is taught as a foreign language in Bangladesh
(Open University Publication, English Unit-1, 19). The chronological history of
English in Bangladesh has political as well as social background, which influence the
learning of English at every level of education.
1.2.1 Colonial Period
The English Language in Bangladesh has a particular background. The language policy
of the colonial power in British India was based on Lord Macaulay’s Education
Minutes of 1835. This policy aimed at forming “a class who may be interpreters
between us ( the British) and the millions we (the British) govern, a class of persons
Indian in Blood and color, but English in taste, in opinions, in moral and in intellect”
(Macaulay 1835, cited in Aggarwal 11).
Macaulay in his minutes in 1835 stressed the importance and necessities of the
education that would be given to the natives through the medium of English. He
identified some objectives of such education. The objectives were designed to serve the
interest of the master, not of the subjects.
Thus, the primary objectives of teaching English in the Indian subcontinent
were to produce a class of people having the tastes and outlook of an English man. The
objectives of teaching English are thus very clearly defined. Gupta says, “They
attempted to prove that English language, culture, literature and people were superior to
anything, and this was the primary purpose for introducing English as the medium of
instruction and as a subject of study” (40).

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During the British rule, English was the instrument and language of the colonial
power. It was the medium for the colonial administration, education and commerce.
The English language was established as the main vehicle of progress and
enlightenment of the western variety. Thus, it becomes the common means of
communication between the rulers and the educated class of Indian subcontinent.
English retained that position till the partition of India in 1947. The story of English
language proceeds during the later years of the colonial rule by establishing some
illustrations such as the establishment of universities in Kolkata, Mumbai and Channai
in 1857 and Dhaka in 1921.
1.2.2 Pakistan Period
English continued to occupy a significant position in government activities, education
and trade and commerce during the Pakistan regime. English was the only vehicle of
communication between the people of the then East Pakistan (Bangladesh) and the then
West Pakistan (Pakistan). It was used widely in government, legislative, debates, courts
and higher education. English enjoyed the status of a second language and was taught
as a functional language in secondary schools and Madrashas in Pakistan (Curriculum
Committee 1962).
During the Pakistan period, English played a very crucial role in all the sectors
of the Bangladesh society. It was studied as a compulsory subject in the secondary and
post secondary of education, and was the medium of instruction of higher studies. That
time, English was extensively practiced in army, court and public administration.
1.2.3 Post -Liberation Period (Bangladesh Period)

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After the independence of Bangladesh, English language suffered a serious negligence
for the first few years. It so happened because of the strong public sentiment in favour
of the mother tongue Bengali. Consequently, English language teaching and learning
condition in our educational institutions suffered badly, and English lost its previous
dominant status, though English was still a compulsory subject from secondary to
higher secondary levels. In 1974, an education commission was formed which made
some recommendations with regard to language teaching. Later, Ministry of Education
set up an English Language Teaching Taskforce to evaluate the state of English
language teaching in Bangladesh, and it made some recommendations for the
improvement of learning English. Teaching and learning of English in the schools,
colleges and madrashas are not being done in the way what it should be done. In most
of the cases, the grammar learning has been given emphasis; the textbook contents are
taught and learnt without understanding. In 1974, an education commission was formed
which made the following recommendations with regard to language teaching;
1. Instruction through the medium of the national language is more readily
intelligible to the pupils as it helps them develop learners’ original thinking
and imagination. We must therefore, use Bangla as the medium of
instruction at all levels of education to make our educational schemes
successful.
2. Bangla must be used as a compulsory language up to class XII. Textbooks at
the higher stages of education, especially in the field of science and
technology, professional and vocational education must be written in
Bengali and translated from foreign languages at Government expenditure.
3. Even after the introduction of Bangla as the medium of instruction at all
levels of education, the necessity will remain for English to be learnt as a

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foreign language. It is not necessary to learn any language other than Bangla
up to class V. From class VI to class XII, however, a modern and developed
foreign language must be learnt compulsorily. For historical reasons and for
the sake of reality, English will continue as a compulsory language
(Bangladesh Education Commission 1974: 15).
Though the report recognised the importance of English for higher studies, it
did not put forward any recommendation for the teaching of English at the tertiary level
on the ground that “it is unnecessary to make the study of any foreign language
compulsory at the university level” (Bangladesh Education Commission 1974: 15).
Later, in 1976, Ministry of Education set up an English Language Teaching
Taskforce to evaluate the state of English language teaching in Bangladesh and made
recommendations for improving the conditions of classroom teaching. The report
showed that the English proficiency of the students at the secondary level was lower
than which was assumed by their text books. On the basis of the finding, the task force
made the following recommendations:
1. English should be made compulsory from either Class III or Class VI. If
English is made compulsory from Class III, English language training
should also be made compulsory at each primary training institute,
2. Since the biggest obstacle in teaching English lay in the lack of competent
teachers, large-scale short- and long-term training programmes should be
undertaken for secondary school teachers,
3. At each level an appropriately graded syllabus should be introduced
together with new textbooks related to the needs and capabilities of
students,

29. 29
4. The Secondary School Certificate (SSC) and Higher Secondary Certificate
(HSC) should text comprehension and writing skills in meaningful
contexts and discourage rote learning.
The government formed the National Curriculum Committee the following year in
1976 to design syllabi for all subjects at different levels. Since the committee felt that a
good foundation in English was necessary, it made arrangements for English to be
taught from class III (National Curriculum Committee 1978: 265). It took four years
since all materials had to be prepared and written for class VI onwards. The Bengali
Introduction Law of 1983 by the Bangladesh Government made it compulsory for
employees in government, semi government and autonomous institution to use Bangla
in inter-office memos, legal documents and correspondences except in case of
communication with foreign government, countries and organizations (Rahman: 20).
The enforcement of this law made it mandatory for all to use Bengali in almost all
fields of national life. It was immediately realized that Bangladesh should not neglect
English. There were 3 major reasons for that: the importance of English internationally,
occupational purposes, and for cooperation and commerce with the outside world.
A baseline investigation was carried out by the National Curriculum and
Textbook Board in 1990 in connection with a British Government Overseas
Development Administration (ODA) project for the improvement of English language
teaching at the secondary level. The authority found that the majority of students did
not have the proficiency required from them by their class textbooks. The situation was
doubly serious in non-government rural schools and madrashas.
In 1990, the government took a decision to introduce English as a compulsory
subject from class I. It was implemented in 1992 with the new syllabus and new books
(especially for class classes 1 –10). After 1993, English education has been

30. 30
reintroduced in the B.A., B.S.S., B.Com., and B. Sc. courses as a compulsory subject of
100 marks. Yet, another change brought by the commission for the foundation of
Education policy in 1997 would suggest that English should be taught from class III.
Madrasha students are also to study English from classes 3-14 compulsorily. On the
basis of the world context, the government of Bangladesh in 1992 passed an act for the
reintroduction of English at the tertiary level. It did this to enhance the employment
potential of graduates and to cheek the decline of academic standard. The act came into
effect two years later with a syllabus based on grammar.
In 1995, a study conducted by the British Council on behalf of the University
Grants Commission (UGC) identified two major problems in the development of
English language teaching, both of which were concerned with teachers. Recently, the
English Language Teaching Improvement Project (ELTIP) was launched by the
Government of Bangladesh in collaboration with the Department for International
Development (DFID). This is a network of resource centres whose purpose is to
provide in service training to ELT teachers as well as to prepare materials appropriate
for the learners.
The national Education Policy 2000, which was presented in January 2001
formulated a number of polices. One of the few references to the medium of instruction
and language teaching is that English should to be taught as an additional subject in I
and II and from class III to be taught as a compulsory subject. The above scenario of
English language teaching clearly displays that although there have been a number of
stray moves to improve the teaching standard, no definite, well-coordinated or well
concerted effort has so far been taken to formulate a language teaching policy befitting
the country’s need. Now it is compulsorily taught up to graduate level of all streams of

31. 31
education. It is made compulsory to enhance the employment potential of graduates and
to cheek the decline of academic standard.
The first few years after the emergence of Bangladesh, English faced a serious
setback, in the recent past and at present due attention has been paid to English
language teaching and learning at all levels of all streams of education. New textbooks
with communicative view of learning have been introduced since 2001 in the different
classes, and newer approaches and policies are being adopted time to time for further
improvement of learning English.
In 2001, the English textbook English For Today, For Classes 11- 12 is
published and prescribed by the NCTB for the H.S.C. level in the general education
system and for the Alim level in the madrasha education system.
1.3 Statement of the Problem
It is bitter to notice that even though various efforts have been made by the government
and educationists for the improvement of the English language teaching and learning
condition in the madrashas during the last few decades in Bangladesh, a sorry state of
affair still exists in the achievement of English linguistic competence of Alim students.
It is really important to identify the problems that the students encounter in the process
of learning English. It is also necessary to evaluate their level of performance in
English. In the age of communicative approach, madrasha English teachers follow the
Grammar Translation Method in teaching English. The teachers do not explain the text
in English, the target language; rather, they prefer to stay in Bengali, the mother tongue.
They show reluctance in practicing English language skills.

32. 32
Though the text book (English For Today, For Classes 11-12) is written with
communicative thought and ideas, and the syllabus is designed with communicative
language teaching contents and items, the language teachers are found unenthusiastic
about the guideline of the book. The English teachers hardly speak English in the class.
The present researcher finds that majority teachers neither speak English in the class
themselves nor encourage their students to speak English with the classmates. It is
painfully observed that after long years of learning English, most of the learners cannot
speak English with necessary fluency, correctness of grammar, and pronunciation.
The present researcher finds that teachers talk more in the class and remain busy
while students sit idle as inactive listeners. Problems are also found in the textbook
items and contents. Students feel bore in the class and show disinterest in the lesson and
the method of teaching. Sometimes, in the English language class students are taught
textbook contents rather than practicing English language skills. For all these reasons, a
large number of students fail in the English subject in Alim public examination, despite
learning English as a foreign language for 12 years.
At present, 30% of the total students in Bangladesh have been studying in the
madrashas (source: Madrasha Education Board, http://www.bmeb.gov.bd). So, in
respect of enrolment, the madrasha education system is the second biggest education
provider in Bangladesh. In spite of huge enrolment in the madrashas, no formal
research study has been conducted in this field till present time. The disinterest in
conducting study causes slow improvement of teaching -learning situation at all levels
in the madrashas, particularly at the Alim level. English language research in the
madrasha education system is treated as a barren field of study.

33. 33
Language instruction has five important components: students, teachers,
materials, teaching methods, and evaluation; therefore, research or investigation should
be carried out on the bases of these components, and research questions should be
raised from them. Thus, the present investigation addresses the following research
questions:
1. What kind of textbook materials do the Alim students study for learning English
as a foreign language?
2. How much are the learners proficient in English language?
3. Which method do the teachers follow while teaching English?
4. Do the students practice the four basic skills of English language in the class?
5. Are the teachers qualified and competent enough to teach English in the Alim class?
6. Do the students know the importance of English?
1.4 Significance of the Study
This study is significant because it is the first study on English language teaching at the
Alim level in the madrashas in Bangladesh. It has assumed greater significance in the
globalised context. Johnson points out “Industrialization and technological innovation
are a major aspect of national development in many countries in Southeast Asia today,
and educators are increasingly facing with the problem of how English teaching
programmes can most effectively meet the challenge created by these changes”(61).
Since the research on the English language teaching and learning is a global
phenomenon, a huge number of studies have been conducted around the world. A good
number of studies on ELT have also been carried out during the recent past under
different public universities in Bangladesh. But surprisingly, no study has been

34. 34
conducted on the madrasha education, particularly at the Alim level. So, there are
sufficient scopes of study in this field. Therefore, the present study is very significant
and a crucial demand of time.
Furthermore, since the present study concentrates on the issues of teaching-
learning of the four basic skills of English language, it presents a picture of English
language of Alim students. It talks about the process and nature of ELT at the Alim
level; it also investigates the learning problems of the students. In Bangladesh context,
the higher secondary education plays a crucial role which determines the students’
further and future education. This stage of education constructs a strong foundation of
the students, and therefore, the present study may play significant roles in improving
English language education at the Alim level. The present study, therefore, gains a
social vitality and validity as it provides enough insights into the English language
teaching and learning at the Alim level.
1.5 Objectives of the Study
The increasing importance of English as a foreign language and as a global lingua
franca has made English language teaching a research subject all over the world. The
unparalleled international role of English language has, or should have, some
repercussions on the way English is taught. Teachers are now facing a number of
challenging questions, such as:
~ How should English be taught in the light of its role as an international
language?
~ What kind(s) of English should we teach?
~ Does the teaching of English mean that we neglect the role of our L1 and our
own local culture?

35. 35
~ Who is the best English teacher (e.g. native speakers or non-native speakers)?
Thus, the study has two types of objectives: (i) general objectives, and (ii) specific
objectives.
General objectives are;
a) to sketch out a picture of English language teaching and learning at the Alim
level in the madrashas in Bangladesh with a focus on the problems that Alim
students face in the process of learning the four basic skills of English language,
b) to put forward some suggestions and recommendations to overcome the
problems or hindrances or at least lessen the severity of these problems,
Specific objectives are;
1) to identify the problems encountered by the students in the process of learning
English,
2) to evaluate the performance in English language skills of the Alim students,
3) to investigate whether the teachers arrange the practice of listening, speaking,
reading and writing in the class,
4) to find out whether the English textbook material is fit and appropriate for the
Alim students,
5) to investigate the teachers’ motivation, teaching method, teaching competence,
and
6) to suggest recommendations for authority concerned for the improvement of
the teaching and learning English at the Alim level.
1.6 Limitations of the Study

36. 36
As the present study is confined only to the Alim level (Higher secondary) English
language education, the study revolves around some issues and areas of English
language teaching and learning. The study encounters some limitations and
shortcomings with regard to unavailability of necessary data, information, literature and
other relevant materials.
The present researcher finds that no formal study or investigation is carried out
on the madrasha education, especially on the teaching- learning English at the Alim
level. So, the researcher faces difficulties in finding relevant resources to support and
correlate the present study.
The followings are some of the limitations of the present study:
1. The subjects involved in this study represent only Alim students of the
madrasha education system.
2. The number of subjects is limited to: 1000 Alim students and 25 English
language teachers; therefore, the results of this study cannot be generalised
to all students and the teachers in Bangladesh, it is generaligible only to the
Alim students and the English language teachers teaching English in the
Alim class.
3. All learning problems are not investigated through the questionnaire; it is limited
to the problems of teaching and learning English as a foreign language,
4. The questionnaires do not describe in detailed of the language teaching –
learning issues in details.
5. The study makes no variable in the analysis of the findings in respect of
gender, geographical region, and social condition.

37. 37
6. Sometimes, the questions are translated into Bengali (if the researcher is
asked) for the respondents to grasp the theme of the questions; therefore, it
takes relatively longer time to answer the questions.
1.7 Definitions of Terms Used in Thesis
Acquisition: The term ‘acquisition’ is used to describe language being absorbed
without conscious effort; i.e. the way children pick up their mother tongue. Language
acquisition is often contrasted with language learning. For some researchers, such as
Krashen, 'acquisition' is unconscious and spontaneous, and 'learning' is conscious,
developing through formal study.
Acquisition Device: Nativist theories of language acquisition claim that each language
learner has an 'acquisition device' which controls the process of acquisition. This device
contains information about possible universal grammars.
Active Vocabulary: The words and phrases which a learner can use in his/ her speech
and writing (contrasted with passive vocabulary).
Aids and Equipment: Blackboard, whiteboard, overhead projector, realia, posters,
wallcharts, flipcharts, maps, plans, flashcards, word cards, puppets, tape recorder, TV
or video player, computer, CD Rom, language laboratory ,etc. are teaching aids and
equipments. These are used to help and accelerate learning.
Applied Linguistics: Applied Linguistics refer to the study of relationship between
theory and practice.

38. 38
Aptitude: Aptitude refers to the specific ability that a learner has for learning a second
language. This is separate from intelligence.
Attitudes: Attitudes refer to some beliefs, thoughts, likings, disliking of learners about
language learning. They influence learning in a number of ways.
Audio-Lingual Method: Audio-Lingual Method considers listening and speaking the
first tasks in language learning, followed by reading and writing. There is
considerable emphasis on learning sentence patterns, memorization of dialogues and
extensive use of drills.
Authentic Materials: Authentic materials refer to some unscripted materials which
have not been specially written for classroom use, though they may have been edited.
Examples include newspaper texts, TV broadcasts, etc.
Authentic Task: Authentic Task involves learners in using language in a way that
replicates its use in the 'real world' outside the language classroom. Examples of
authentic tasks would be answering a letter addressed to the learner, arguing a
particular point of view, comparing various holiday brochures in order to decide where
to go for a holiday, etc.
Authentic Text: A text which is not written or spoken for language teaching purposes.
A newspaper article, a rock song, a novel, a radio interview and a traditional fairy tale
are examples of authentic texts
Collocation: Collocation refers to the tendency for words to occur regularly with
others, such as; sit/chair, house/garage, etc.

39. 39
Communicative Approach: Communicative Approach aims at helping learners
develop communicative competence in a particular language (i.e. the ability to use the
language effectively). Communicative Approach emphasises that the goal of language
learning is communicative competence.
Communicative Competence: Communicative Competence indicates the ability to use
the language effectively for communication. Gaining such competence involves
acquiring both sociolinguistic and linguistic knowledge (or, in other words, developing
the ability to use the language accurately, appropriately, and effectively).
Communicative Language Teaching: This is concerned with the needs of students to
communicate outside the classroom; teaching techniques reflect this in the choice of
language content and materials, with emphasis on role play, pair and group work etc.
Corpus: A bank of authentic texts collected in order to find out how language is
actually used. Usually, a corpus is restricted to a particular type of language use, such
as; a corpus of newspaper English, a corpus of legal documents, or a corpus of informal
spoken English.
Course Book/ Textbook: A textbook provides the core materials for a course. It aims
at providing as much as possible in one book, and it is designed so that it could serve as
the only book which the learners necessarily use during a course. Such a book usually
focuses on grammar, vocabulary, pronunciation, functions and the skills of reading,
writing, listening and speaking.
Dialect: Dialect is a regional variety of a language, differing from the standard
language, in grammar, vocabulary, pronunciation or idiomatic usage.

40. 40
Direct Method: This is one of the most common methods in TEFL, where language is
taught through listening and speaking. There may be little or no explicit explanation of
grammatical rules or translation into the mother tongue of the student. It introduces
inductive learning rather than deductive.
Discourse: Discourage is a unit of language relatively greater than a sentence.
Foreign Language: A language which is not normally used for communication in a
particular society. English is a foreign language in Bangladesh; and Spanish is a foreign
language in Germany.
Genre: Genre refers to a category of literary composition characterized by a particular
style, form, or content (e.g., an historical novel is one fictional genre)
Grammar Translation Method: A method based upon memorizing the rules and logic
of a language and the practice of translation.
Interference: According to behaviourist learning theory, the patterns of the learner's
mother tongue (L1) get in the way of learning the patterns of the L2. This is referred to
as 'interference'.
Interlanguage: The learner's knowledge of the L2 which is independent of both the L1
and the actual L2. This term can refer to: i) the series of interlocking systems which
characterise acquisition; ii) the system that is observed at a single stage of development
(an 'interlanguage'); and iii) particular L1/L2 combinations.
Intonation: The ways in which the voice pitch rises and falls in speech.

41. 41
Language Acquisition Device: Language Acquisition Device refers to a term coined
by Noam Chomsky to explain an innate psychological capacity for language
acquisition.
Language Laboratory: Language Laboratory refers to a place or room equipped with
headphones and booths to enable students to listen to a language teaching programme.
Labs may be Audio-Active, where students listen and respond to a tape, or Audio-
Active-Comparative, where they may record their own responses and compare these
with a model on the master tape.
Language Proficiency: The level of competence at which an individual is able to use
language for both basic communicative tasks and academic purposes.
Learning: The internalization of rules and formulas which can be used to communicate
in the L2. Krashen uses this term for formal learning in classroom.
Learning Strategies: These account for how learners accumulate new L2 rules and
how they automatize existing ones. Learning strategies may include metacognitive
strategies (e.g., planning for learning, monitoring one's own comprehension and
production, evaluating one's performance); cognitive strategies (e.g., mental or physical
manipulation of the material), or social/affective strategies (e.g., interacting with
another person to assist learning, using self-talk to persist at a difficult task until
resolution).
Learning Styles: The way(s) particular learners prefer to learn a language. Some have
a preference for hearing the language (auditory learners), some for seeing it written
down (visual learners), some for learning it in discrete bits (analytic learners), some for

42. 42
experiencing it in large chunks (global or holistic or experiential learners) and many
prefer to do something physical whilst experiencing the language (kinesthetic learners).
Linguistic Competence: Linguistic Competence refers a term to describe the totality
of a given individual's language ability; the underlying language system believed to
exist as inferred from an individual's language performance.
Materials: Anything which is used to help teach language learners. Materials can be in
the form of a textbook, a workbook, a cassette, a CD-Rom, a video, a photocopied
handout, a newspaper, a paragraph written on a whiteboard: anything which presents of
informs about the language being learned.
Materials Adaptation: Materials Adaptation means the changes to materials in order
to improve them or to make them more suitable for a particular type of learner.
Adaptation can include reducing, adding, omitting, modifying and supplementing.
Materials Evaluation: Materials Evaluation is a systematic appraisal of the value of
materials in relation to their objectives and to the objectives of the learners using them.
Evaluation can be pre-use and therefore focused on predictions of potential value. It can
be whilst-use and therefore focused on awareness and description of what the learners
are actually doing whilst the materials are being used. And it can also be post-use and
therefore focused on analysis of what happened as a result of using the materials.
Motivation: This can be defined in terms of the learner's overall goal or orientation.
'Instrumental' motivation occurs when the learner's goal is functional (e.g. to get a job
or pass an examination), and 'integrative' motivation occurs when the learner wishes to
identify with the culture of the L2 group. 'Task" motivation is the interest felt by the
learner in performing different learning tasks.

43. 43
Pair Work: A process in which students work in pairs for practice or discussion.
Passive Vocabulary: The vocabulary that students are able to understand compared to
which they are able to use.
Peer Group: Usually refers to people working or studying at the same level or in the
same grouping; one's colleagues or fellow students.
Second Language: The term is used to refer to a language which is not a mother
tongue but which is used for certain communicative functions in a society. Thus
English is a second language in Nigeria, Sri Lanka and Singapore. French is a second
language in Senegal, Cameroon and Tahiti.
Target Language: This is the language that the learner attempts to learn. It comprises
the native speaker's grammar.
Text: Text indicates any scripted or recorded production of a language presented to
learners of that language. A text can be written or spoken and could be, for example; a
poem, a newspaper article, a passage about pollution, a song, a film, an extract from a
novel or a play, a passage written to exemplify the use of the past perfect, a recorded
telephone conversation, a scripted dialogue or a speech by a politician.
1.8 Outline of the Thesis
The present study “English Language Teaching and Learning at the Alim Level in
the Madrashas in Bangladesh: Problems and Possible Solutions” attempts to
address a number of issues related to Applied Linguistics and ELT. This thesis
comprises six chapters along with a bibliography and some appendixes at the end.

44. 44
The first chapter briefly introduces the present study and discusses some issues
of language learning which include preliminaries, definitions and differences between
first, second and foreign languages, chronological background of English language in
Bangladesh, the statement of the problem, the significance of the study, the objectives
of the study, literature review, the limitations of the study, the outline of the thesis, the
terms used in the thesis, etc.
The second chapter briefly discusses the present education system in
Bangladesh. The major issues presented in this chapter are; the different streams of
education, the Madrasha Education Board, the chronological history of madrasha
education in Bangladesh, ELT policy in Bangladesh, English language education in the
madrasha curriculum, the textbook materials, the status of English language teacher, the
teaching aids and equipments, assessment and testing, the physical facility of the class,
etc.
The third chapter deals with literature review which includes; objectives of
literature review, review of works on Applied Linguistics and ELT.
The fourth chapter brings out the research design and methodology of the
present study which describes the criteria of sampling, instrumentation, List of
madrashas selected for investigation, data collection procedures and data analysis
methods.
The fifth chapter provides the major part of the thesis, which deals with the
presentation of findings and interpretation of data. During the interpretation of data of
the present study, the findings of many other works carried out at home and abroad on

45. 45
the relevant area are documented. Large numbers of relevant expert views and opinions
are also highlighted to support the findings of the present study.
The sixth chapter concludes the thesis with a brief presentation of the findings, a
number of recommendations for authorities concerned: NCTB, Madrasha Education
Board, teachers, etc., for improving the teaching learning conditions at the Alim level
in of the madrashas of Bangladesh. Finally, suggestions for future research are
recommended. At the end of the thesis, a bibliography and some appendixes are placed.
Chapter 2
English Language Teaching and Learning
at the Alim Level
This chapter discusses the present education system in Bangladesh. The major issues
presented in this chapter are: the education structure in Bangladesh, the different
streams of education, the Madrasha Education Board, the chronological history of
madrasha education in Bangladesh, English in the madrasha curriculum, the textbook
materials used in the madrashas, the status of the English language teachers, the
teaching aids and equipment, assessment and testing, the physical facilities and
classroom environment of the madrasha, etc. The chapter particularly highlights the
issues of English language teaching and learning at the Alim level in the madrashas in
Bangladesh.

46. 46
2.1 Education Structure in Bangladesh
Education in Bangladesh has four major stages: primary, secondary, higher secondary
and higher education. The education system is categorized into two streams: primary
education which is (Class I-V) managed by the Ministry of Primary and Mass
Education, and the other system is the post-primary education covering all other levels
from secondary to higher education under the administration of the Ministry of
Education (MOE), Government of Bangladesh. The post-primary level of education is
further classified into four types in terms of the curriculum: general education,
madrasha education, technical-vocational education, and professional education. The
higher education is imparted by the universities, and the University Grants Commission
(UGC) is responsible for overseeing the activities of the universities concerned.
In the general education stream, higher secondary education is followed by
college/university level education through the Bachelor Degree (Pass/Honours)
courses. The Master’s Degree is a one year course for Bachelor (Honours) degree
holders and two years course for Bachelor (Pass) degree holders. Higher education in
the madrasha education system starts after completing Alim level education. Alim is
followed by the 2 year Fazil course, and Fazil is followed by the 2 year Kamil course.
Engineering, agriculture, business, medical, and information and communication
technology (ICT) are the major technological education in Bangladesh.
2.2 Different Steams in Education
Primary level education is provided under two major institutional arrangements:
general, and madrasha, while the secondary education has three major streams: general,

47. 47
madrasha, technical and vocational education. Likewise, the higher education has 3
streams: general, madrasha and technology education. Technology education includes
agriculture, engineering, medical, textile, leather technology, and ICT.
Madrashas function parallel to the general stream of education (primary,
secondary and higher education) with additional emphasis on religious studies.
According to the Ministry of Education, the structure of education of
Bangladesh is as follows;
THE PRESENT EDUCATION STRUCTURE OF BANGLADESH
Age Grade
26+
25+ XX Ph. D Ph.D(Medical)
(Engr)
24+ XIX Ph. D Post Ph.D
MBBS Dipl (Education)
23+ XVIII M.Phil M.Phil(Medical
22+ XVII MA/MSc/MCom/MSS/MBA LLM M. B MSc(Engr) MSc.(Agr) M B A M.Ed & M MA(LSc)
B S A(Edn)
BDS
21+ XVI Bachelor Masters (Prel) LLB(Hons) BSc.Eng BSc.Eng BSc B B A B.Ed BP ED Dip.(LSc) Kamil
(Hons) BSc.Agr (Tech.Edn) &Dip.Ed
BSc.Text
20+ XV Bachelor BSc.Leath
(Pass)
19+ XIV Diploma Diploma Fazil
(Engineering) in
18+ XIII
Nursing
17+ XII Secondary Examination HSC HSC C in C in Diploma Alim
Vocational Edu. Agri in
16+ XI HIGHER SECONDARY EDUCATION
Comm
15+ X Examination SSC TRADE Certificate/ ARTISAN COURSE e.g. CERAMICS
SSC Vocational Dakhil
14+ IX SECONDARY EDUCATION
13+ VIII
JUNIOR SECONDARY EDUCATION
12+ VII

48. 48
11+ VI
10+ V PRIMARY EDUCATION
Ebtedaie
9+ IV
8+ III
7+ II
6+ I
5+ PRE-PRIMARY EDUCATION
4+
Table – 1: Education of Structure Bangladesh
(Source: Ministry of Education)
2.2.1 General Education
The general education is the biggest stream of education in Bangladesh comprising four
stages: primary education, secondary education, higher secondary education, and higher
education.
2.2.1.1 Primary Education
The primary level education comprises 5 years of formal schooling (class I - V). This
stage normally begins in 6+ years of age. Primary education is generally imparted in
primary schools. Nevertheless, other types of institutions like kindergartens and junior
sections attached to English medium schools also impart primary education in
Bangladesh.
2.2.1.2 Secondary Education
The secondary education consists of (3+2+2) 7 years of formal schooling. The first 3
year (class VI-VIII) is termed as junior secondary; the next 2 year (class IX -X) is
secondary. At this level, there are three streams of courses: Humanities, Science, and
Business Education, which start at class IX, where the students are to choose their

49. 49
courses of studies. The Board of Intermediate and Secondary Educations (BISE)
conducts the S.S.C. examinations. There are seven such boards at different places in
Bangladesh: Dhaka, Rajshahi, Jessore, Comilla, Chittagong, Sylhet, and Barisal. These
Boards are responsible for holding S.S.C. examinations and issuing certificates for
successful candidates.
2.2.1.3 Higher Secondary Education
The higher secondary education consists of 2 years of formal schooling (class XI -XII).
At this level, there are three streams of courses: Humanities, Science, and Business
Education. The Board of Intermediate and Secondary Educations (BISE) conducts the
S.S.C. and the H.S.C. examinations. There are seven such boards at different places in
Bangladesh: Dhaka, Rajshahi, Jessore, Comilla, Chittagong, Sylhet, and Barisal. These
Boards are responsible for holding H.S.C. examinations and issuing certificates for
successful candidates.
2.2.1.4 Higher Education
This stage of education consists of 3-6 years of formal schooling. H.S.C. certificate
holders are qualified for admission to 3-year degree pass courses and 4-year bachelor
degree honours courses at the degree level colleges or universities. Master degree
course consists of one year for bachelor’s (honours) degree holders and 2 years for
bachelor’s (pass) degree holders. Some Public universities offer M.Phil. and Ph.D.
degrees in different disciplines.

50. 50
Bangladesh Open University (BOU) conducts non-campus distance education
programmes. Bangladesh National University mainly functions as an affiliating
university; it conducts examinations and awards degrees to the successful candidates.
Bangabandhu Sheikh Mujib Medical University offers courses on medical education.
2.2.2 Madrasha Education
The madrasha education was introduced in this subcontinent in 1780 with the
establishment of Calcutta Madrasha. In the madrasha education system, one has to learn
Islamic education along with the general education complementary to each other. The
government sanctions financial grants to the teachers and employees of the non-
government madrashas like other non-government schools and colleges. Madrasha
education comprises four levels: Ebtedaie (Primary level), Dakhil (Secondary level),
Alim (Higher Secondary level), Higher/Tertiary level (Fazil, Kamil)
2.2.2.1 Ebtedaie (Primary level) Education
The Primary level is called Ebtedaie education. This is equivalent to primary level of
general education. The primary level of madrasha education comprises 5 years of
schooling (class I - V). Usually, children of 6+ years of age start in class I and finishes
in class V at the age of 11. Ebtedaie education is provided in independent Ebtedaie
madrashas and Ebtedaie sections of Dakhil, Alim, Fazil and Kamil madrashas.
2.2.2.2 Dakhil (Secondary level) Education
The secondary level of madrasha education consists of 5 years of formal schooling. It is
called Dakhil equivalent to higher secondary in general education system. Dakhil

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education is given in dakhil madrashas, and in dakhil level of Alim, Fazil and Kamil
madrashas. There are three courses: humanities, science, and business education. The
students are free to choose the courses of studies. Most of the madrashas provide co-
education; however, there are some single gender madrashas in Bangladesh. The
Bangladesh Madrasha Education Board is responsible for holding dakhil examination,
and issuing certificates for the successful candidates.
2.2.2.3 Alim (Higher Secondary level) Education
Alim is equivalent to higher secondary (HSC) education of general education system.
Alim education is imparted in Alim madrashas, and in Alim level of Fazil and Kamil
madrashas. It is a 2 year programme, and has three courses: humanities, science, and
business education. The students are free to choose their courses of studies. The
Bangladesh Madrasha Education Board (BMEB) holds Alim public examination and
issues certificates for the successful candidates.
2.2.2.4 Tertiary Level / Higher Education
This level comprises 4 (2+2) years of formal schooling. Alim pass students are
qualified admission to 2-year Fazil course. This level of education is provided in Fazil
Madrasha, and in Fazil level of Kamil madrashas. The Fazil course includes
compulsory English subject of 100 marks, the Kamil course is based on the religious
education only. Fazil degree holders are qualified for admission to 2 year Kamil
programme. There are four streams of courses in Kamil level education: hadis, tafsir,
fiqh, and adab. Bangladesh Madrasha Education Board conducts Fazil and Kamil
examinations and awards certificates. The government manages three Kamil
madrashas, and other madrashas are managed by private bodies. Recently, the
government has decided to give equivalence of Fazil and Kamil to B.A. and M.A.

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respectively. The Kharizi Madrashas education certificates are also in the process of
getting government’s affiliation with equivalence to other courses of study.
2.2.3 Technical and Vocational Education
Vocational courses start in class IX after completion of three years of schooling in
secondary school. Recently, 2 year duration vocational courses have been introduced at
the higher secondary level in government managed vocational training institute
(renamed as Technical School & College). Diploma courses prepare the diploma
engineers at the polytechnic institutes. This course spreads over 4 year duration after
passing the secondary school certificate examination. There is a technical education
board called Bangladesh Technical Education Board (BTEB), which grants affiliation
to the technical institutes. It conducts examinations of the students completing different
courses in different vocational and technical education, and awards certificates to the
successful candidates. Textile College and Leather Technology Colleges offer four year
degree courses in Textile Engineering, and Leather Technology respectively.
Professional education is also imparted in the medical colleges, engineering
universities, dental colleges, nursing colleges, homeopathic colleges, law colleges etc.
2.3 History of Madrasha Education
The word Madrasha is derived from an Arabic word darsun meaning lesson. In its
popular usage, the term refers to an institution specializing in the teaching of the Arabic
language and Islamic studies. The primary/Ebtedaie stage of madrasha was called
Maqtab or Nurani Madrasha or Furqania Madrasha ('Furqan' is derived from Al-
Furqan). The first Muslim ruler of Bengal, Ikhtiaruddin Mohammed - Bin Bakhtiar -
Khalji, built a mosque and madrasha in his capital ‘ GAUR’ in 1197, according to some

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historians, 1201 AD. Sultan Giasuddin I established a madrasha in 1212 AD. Later, his
descendant Sultan Giasuddin II established another madrasha. These two madrashas
went by the name of Lakhnawti and Gaur Madrasha. Hussain Shah and his son Nusrat
Shah established a number of madrashas in Gaur.
The ruins of many of these madrashas are still extant. In 1664 AD, with the
initiative of Subedar Shayesta Khan, a madrasha and a mosque were built on the bank
of the river Buriganga in Dhaka. Nawab Zafar Murshed Ali Khan established
Murshidabad Madrasha, which still exists. Munshi Syed Sadruddin al-Musawl
established the Burdwan Madrasha at village Buhar in 1178 hijri, and appointed
Maulana Abdul Ali Baharul Ulum of Lucknow as a teacher. During the nawabi period,
government made extensive lakheraj or rent free lands towards the maintenance of
madrashas. Government also disbursed allowances and scholarships to madrasha
teachers and students in the form of land grants called maadat-e-maash.
2.3.1 Colonial Period
Madrasha education took a new turn during the British rule. Most of the lakheraj lands
granted to madrashas, and to teachers, and the students were resumed to rental during
company period. Consequently, many madrashas were closed down in the early
nineteenth century. Governor General Warren Hastings established an official
madrasha called Calcutta Madrasha in 1780. But, it was intended to produce a limited
number of graduates for serving the colonial government as law officers. Being
deprived of official support, madrasha education declined in the nineteenth century.
Guided by the government and headed by the European, the Calcutta Madrasha set a
new trend in the madrasha education in Bengal, which favoured teaching Muslim law

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and jurisprudence rather than all round education of the Muslims. The curricula
included the unani method of medicine, cottage industry, and technical training. The
period of studies under darse nizami was 9 years.
The old darse nizami courses are still in existence in many self-supported
madrashas in line with Dewband Darul Ulum Madrasha of India established in 1280
hijri by Maulana Qasim Nanutabi. In many towns and villages of Bangladesh, there are
branches of Dewband model of madrasahs. These are locally called qaumi madrasha
and are financed by subscriptions, sadiqa, zakat etc. Most imams, muazzins or teachers
of nurani or furkania madrashas come from the qaumi group. Alia Madrasah was
established in the year of 1780 with the initiative of British government and formed
Madrasha Education Board of Bengal. Madrasah education then started formally.
Consequently, madrasha education was gradually reformed.
In order to induce Muslims to English education a new type of madrasha was
introduced by the colonial government in the 1890s. It was called New Scheme
Madrasha. In its syllabi were included all Islamic subjects and vernaculars. English
language was made compulsory. All new scheme madrashas were government aided.
New scheme madrashas had two streams, junior and senior. The junior madrashas
taught up to class five and senior up to secondary level. Muslim students aspiring to
government jobs and services were attracted to the New Scheme madrashas. There are
three systems of madrasha education in Bangladesh: the old darse nizami system, the
revised and modified nizami system, and the Alia Nisab (higher syllabus) system. The
first two categories are popularly called quawmi or non-government madrashas.
2.3.2 Pakistan Period

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Especially, Shere-E-Bangla A. K Fazlul Hoque, the then prime minister declared to
spread out and modernise the madrasha education in this region. Following the
commitment of Shere-E-Bangla A. K Fazlul Hoque a committee named Moula Box
Committee was formed for improving madrasha education in this region. This
committee recommended establishing a university for madrasha students and setting
some proposals for developing madrasha education.
After the independence of Pakistan in 1947 some committees /commissions were
formed for the development of madrasha education. Among the committees West
Bengal Educational System Reconstruction Committee in 1949 and the Arabic
University Commission in 1963-64 are mentionable. Those committees/ commissions
recommended various reforms for the improvement of madrasha education.
2.3.3 Post - Liberation Period (Bangladesh Period)
After the independence of Bangladesh in 1971 some steps are taken to modernise the
education with creating scopes for employment for the madrasha educated people. With
a view to modernising the madrasha education system, Bangladesh Madrasah
Education Board was formed under an ordinance in 1978. Two major responsibilities of
this board are to hold examination, and publish results of all public examinations of
madrasha education system. The other duty is to formulate syllabuses and prescribe
books for all classes from Ebtedaie (primary) to Kamil class.
The Madrasah Education Board started its activity independently in 1979. In
1980, Fazil degree was given the equivalence of H.S.C. qualification. English language
teaching and learning got a momentum from then. In the process of developing and
modernising the education dakhil level was given equivalence to S.S.C. in 1985, and in
1987 Alim level was given the standard of H.S.C. At present madrasha education is an
integral part of national education system. All categories of madrashas are entitled to

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receive government aid if they fulfil prescribed conditions set by the state authorities:
the Bangladesh Madrasha Education Board, and National University of Bangladesh.
The madrasha education degrees are equally accepted at all government and non
government sectors.
During recent time, the revolutionary changes and development are brought in
the field of modern science and technology, and Bangladesh faces very strong and
tough challenges. With a view to facing this challenge, English, humanities, science,
business and technical education have been introduced to madrasha education.
Meanwhile, in 2007 the government of Bangladesh has enacted an ordinance to give
equivalences Fazil and Kamil to B.A. and M.A. degree respectively. At present English
is compulsorily taught up to Fazil level of madrasha education system. Alim students of
the madrasha education system follow the textbook which is prescribed by the NCTB
for H.S.C. students of general education system. Steps are already taken to modernise
the existing curriculum. Madrasha Teachers’ Training Colleges is also established to
train up the madrasha teachers; to arrange in-service and pre-service training for
madrasha teachers; to increase quality and efficiency of the madrasha teachers through
training; to increase quality and efficiency of madrasha teachers through training. In
fact, the cherished desire of Shere-E-Bangla A. K Fazlul Hoque is going to be
materialised soon.
2.4 Place of English in the Madrasha Curriculum
English is taught as a foreign language in our schools, colleges and madrashas. It is
taught as an additional subject from class I and as a compulsory subject from class III
to class 14 (Bachelor degree) in the general and madrasha education systems. In the

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primary level of madrasha education, English is taught as a compulsory subject of 100
marks. The secondary level (Dakhil) of the madrasha education has an English
compulsory paper of 100 marks. The higher secondary (Alim) level of the madrasha
education teaches one paper of compulsory English carrying 100 marks, though the
secondary and higher secondary levels of the general education teach two papers of
English carrying 100 marks each. The present curriculum, after 2000, discourages the
use of books on grammar, translation and composition. The communicative language
teaching is introduced to both the general and madrasha education, and the curriculum
body suggests the detailed guidelines and instruction for textbook writers to furnish
books to be appropriate for communicative language teaching. The following books are
prescribed for different classes of the madrasha education curriculum:
a) Beginner’s English Book One For Class-3
b) Beginner’s English Book Two For Class-4
c) Beginner’s English Book Three For class-5
d) Dakhil English For Today, For Class-6
e) Dakhil English For Today, For Class-7
f) Dakhil English For Today, For Class-8
g) Dakhil English For Today, For Classes 9 - 10
h) English For Today, For Classes 11-12
The National Curriculum Committee attempts to establish a fit environment for the
language teaching by introducing new books displaying posters, charts, maps,
advertisement, etc. The curriculum suggests that video and audio cassettes should be
produced along with the textbook so that the teachers and the students can be involved
in practicing listening and speaking in the class.

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2.4.1 Curriculum of English in Alim Class
The objectives of the English textbooks in the madrashas are designed in the world
context. English For Today, For Classes 11-12 claims that the textbook is written in
communicative view of learning. The preface to the book English For Today, For
Classes 11-12 claims that this new English textbook has been developed for classes 11
& 12 by English Language Teaching Improvement Project (ELTIP) jointly funded by
the Government of Bangladesh and DFID of the UK Government, a team of writers
trained in the UK under ELTIP has written the book over a period of one and a half
years. The whole process of writing, trialing, and evaluation the manuscript was carried
out by national and expatriate consultants of ELTIP in cooperation with NCTB. The
book is based on the principle that has guided the writing of the English For Today
books from class 6 to onwards – the principle of learning a language be actually
practicing it. This practice is carried out through the four language skills of speaking,
listening, reading and writing, usually in an interactive mode, underlies the
communicative approach to language learning. As the focus is on the communicative
functions of language, the main aim of the textbook is to provide ample opportunities
for students to use English for a variety of purposes in interesting situations. The book
is divided into units. Each unit based on a theme, has several lessons that contain
reading texts and a range of tasks and activities designed to enable student to practice
the different skills, sometimes individually and sometimes in pairs or groups. Some
literary texts have also been included. However, the emphasis in such cases is not just
on content but on the exploitation of the texts to trigger a variety of language activities.