1. Education in mother tongue among linguistic minority groups: Does this create barriers or open doors to further education? icon

1. Education in mother tongue among linguistic minority groups: Does this create barriers or open doors to further education?


8th International Language and Development Conference Dhaka, Bangladesh 23-25 June 2009

Language and Development Condensed Abstracts

Education in mother tongue among linguistic minority groups: Does this create barriers or open doors to further education?

  • Reviewing the difficulties faced by education-in-mother-tongue policy and its impact on linguistic minority groups in terms of education and development.

  • Evaluating whether teaching in the mother tongue is a barrier or key to accessing further education for linguistic minority groups: a case study of tribal students at Khulna University.

Abu Rashed Md Mostafizar Rahman
Associate Professor, Khulna University, Bangladesh

Making good on The British Council’s commitment to provide everyone with the skills and ideas they need to teach or learn English: Project English in India.

  • An overview of Project English and the results of the research, conducted by the British Council and external organisations, into the needs of English teachers.

  • Case study: Reviewing the successes and learnings of a project developed by British Council and the Department of Education in the National Capital Territory in Delhi to develop the skills of a group of 400 Master Trainers who will cascade training to all 3,600 teachers.

Alison Barrett
Head State Partnerships, Project English, British Council, India

Teaching the teachers: Why we must help teachers in developing countries to gain
better language skills.

  • Comparing how teachers are expected to teach from a globalised Bangladeshi National Curriculum and what actually happens in a typical classroom.

  • Reviewing the factors that have shaped ETTE teacher training courses and how teachers are inspired to be creative.

  • The future: how we ensure a new generation of Bangladeshi students will be adequately equipped with the skills necessitated by globalisation.

Andrew Jones
Teacher Trainer, British Council, Bangladesh

Detailing the English language skills required for the current jobs marketplace in Bangladesh: When does knowing English become a barrier and when does it open doors?

  • Investigating the use of English in the workplace and its impact on employment as good English language skills become more critical than ever in the context of global market forces.

  • Reviewing the results and implications of research conducted on the kind of English language skills required across different professions, including employer and employee perspectives.

Dr Arifa Rahman
Professor, Institute of Modern Languages (IML), University of Dhaka, Bangladesh

Investigating the effect of using critical reading strategies on university students' critical thinking skills.

  • Critical reading strategies: sharing the results of a study identifying the degree of undergraduate students' critical thinking skills developed through critical reading.

  • Lessons learned: exploring why teaching should focus on practicing critical reading strategies.

Awatif M.Abu Al-Sha'r
Assistant Professor, Department of Education and Curricula, Faculty of Educational Sciences, Al-al-Bayt University, Jordan

An insight into how South Asian students’ identities are challenged in Australian universities through their use and command of regional English.

  • Focusing on how students with first languages other than English manage their spoken communication both in formal and less formal academic situations.

  • Observations on how those speaking regional varieties of English are disadvantaged in many respects, use different communication strategies including avoidance, and discover themselves relocated in the ‘third space’ with a diminished identity.

Dr AKM Waliul Islam
Associate Professor, Institute of Modern Languages (IML), University of Dhaka, Bangladesh

Demotivation: One of the key barriers to learning a second language. Why it is happening and how it can be tackled.

  • Exploring how demotivated teachers and learners have led to less successful educational programmes and how this may, in turn, make learning English as a second language more difficult.

  • Looking at how this situation can be changed: Recommended strategies for developing the most effective education friendly language policies and associated development tools.

Bipasha Binte Haque
Assistant Professor, English, Bangladesh University of Business and Technology (BUBT), Bangladesh

Exploring the underlying principles of the implementation of mother tongue first multilingual education as a foundation for quality language education in the national and international languages of education.

  • Why the transition from mother tongue education to full participation in national language education needs to be considered from the outset of the development of a multilingual education strategy.

  • Sharing examples of current innovations in mother tongue education taking place in formal and non-formal sectors in Asia.

Catherine Young
Consultant, Multilingual Education, SIL International, Bangladesh

How they teach, why we learn: A look at the teaching and learning experience of students at the Access Academy of Asia University for Women.

  • The challenges faced by teachers with little formal training in teaching multilingual, multicultural groups and the techniques used for overcoming them.

  • A review of students’ learning during their time at the Academy and insight into the most effective teaching methods.

Dr Dil Afroze Quader
Special Adviser to the Vice Chancellor, Asian University for Women, Bangladesh

Discourses of international development: An analysis of the role of English in language education policies in South Asia.

  • Examining how language education policies promote English as an important element in the skill set necessary for successful participation in twenty-first century society.

  • Looking at the ways in which English is conceptualised in language education policies in South Asian contexts, and exploring the language ideologies that create the concept of ‘English as a language of international development’.

^ Dr Elizabeth J. Erling
Lecturer, English Language Teaching, The Open University, United Kingdom

Philip Seargeant
Lecturer, Applied Linguistics, The Open University, United Kingdom

Reviewing the changes in thinking about English language teaching in South Asia and diversification of opinion on the best approaches since its beginning in the nineteenth century.

  • Contrasting the 1835 Minute on Education, the first cogent statement on education, with the 2008 Department for International Development of Bangladesh’s submission on the English in Action Programme.

  • Sharing the results of analysis showing that definitions, narrations, structures and interventions have totally shifted focus over time.

Fazle Rabbani
Education Adviser, Department for International Development (DFID), Bangladesh

Lessons learned about the building blocks necessary for a successful mother tongue education programme: A case study in the Philippines.

  • How mother tongue first education allows children to develop cognitive skills that will serve them well throughout their education and that can be applied to second and third languages.

  • Sharing the eight essential elements of a successful mother tongue education programme using an ethnolinguistic community in the Philippines as a case study.

Greg Dekker
Linguistic Researcher, Department of Education and SIL International, Philippines

Does your choice of language equate to your choice of identity? Exploring the role of languages in education.

  • How English has emerged as the language of wider communication and information access and Bangla as the marker of national and cultural identity.

  • Discussing whether educational policies can become inclusive: Bringing English, Bangla and other indigenous languages into the curriculum in an appropriate and useful way.

Hamidul Haque
Assistant Professor, American International University-Bangladesh

Syeda Farzana Sultana
Lecturer, American International University-Bangladesh

The development of Bangladeshi English – ‘Banglish’: The emerging issue of world Englishes and their impact on sociolinguistics.

  • Tracking the inevitable evolution of ‘Banglish’ and questioning whether this hybrid language is good or bad.

  • Reviewing the evidence: Observing code mixing and switching trends in a TV talk show; interpretation from a sociolinguistic point of view; the issue of media policy.

Harunur Rashid Khan
Assistant Professor, Department of English, East West University, Bangladesh

The development of a formal language assessment scale to measure speech delay and impairment in Bengali children: Background, progress and challenges.

  • Setting the scene: The background to speech delay and impairment in Bengali children.

  • Tracing the development of the first formal language assessment scale for children in Bangladesh: How the test was adapted to make it culturally appropriate and compatible with current education methods.

Dr Humaira Muslima
Child Health Physician, Child Development Centre, Dhaka Shishu Hospital, Bangladesh

Monsur Musa
Professor, Institute of Modern Languages (IML), University of Dhaka, Bangladesh

Comparing traditional methods with new approaches to teaching the Bangla language: A case study from the Friends in Village Development, Bangladesh.

  • Questioning traditional teaching methods: Why rote learning and reliance on the teacher may not be the most effective way to learn language skills.

  • Detailing the design and positive results of a new reading scheme aimed at supporting children’s early reading skills through metacognition.

Humaira Chowdhury
Coordinator, Curriculum and Material Development, Friends in Village Development, Bangladesh (FIVDB)

Reviewing the trends, impacts and implications for the future after fifteen years of ‘language and development’ as a discipline.

  • Exploring how the concept of ‘language and development’ (L&D) has developed since the first language and development conference in 1993 and how the L&D field has been influenced by advances in the parallel fields of development and language education.

  • Measuring the impact of the L&D conferences and outlining recommendations for strengthening L&D as a legitimate discipline with important contributions to make both to language education and development.

Hywel Coleman
Honorary Senior Research Fellow, School of Education, University of Leeds, United Kingdom

Indonesia’s ‘international schools’: Route to development or instrument of social divisiveness?

  • Tracing the development of international schools in Indonesia: Reviewing current educational practice and the questions it raises about English as a medium of instruction.

  • Exploring the impact these schools are having on policy, educational approaches, community and the children themselves.

^ Hywel Coleman
Honorary Senior Research Fellow, School of Education, University of Leeds, United Kingdom

Chaerun Anwar
Development and Empowerment of Science Teachers and Educational Personnel and the SEAMEO (Southeast Asia Ministers of Education Organisation) Centre for Quality Improvement of Teachers and Education Personnel in Science, Bandung, Indonesia.

Decoding the English language: A demonstration and discussion of the uses of web-based concordancers

  • Exploring the value of concordancer software: How it can allow the non-native speaker to appreciate distinctions in meaning, use and tone.

  • Introducing a small selection of free-to-use web-based concordancers, demonstrating how they work and discussing the various ways they can be used in and beyond the classroom.

Iain Philip
Head of Courses, British Council Teaching Centre, Bangladesh

Constructing the foundations of capacity building: Outlining the purpose, remit and aims of the English in Action project.

  • An insight into the English in Action project: Describing the motivations driving the selection of a range
    of baseline studies to give a current picture of the practices, values, experience and knowledge of the Bangladeshi environment.

  • Demystifying how appropriate studies were selected and set in motion and how they are linked to the project purpose and goals.

Dr Jan Rae
Senior Lecturer, Institute of Educational Technology, The Open University, United Kingdom

Adrian Kirkwood
Senior Lecturer, Institute of Educational Technology, The Open University, United Kingdom

Creating community through shared practice: How reform projects in the Gulf have changed educational approaches and practices.

  • Presenting effective strategies and approaches from reform projects in the Gulf: How building a repertoire of shared practices creates a positive school culture and promotes a collective vision.

  • Moving from a teacher-centred to a student-centred educational style: How creating communities of practice can have wide benefits for students and teachers alike.

Dr John Mckeown
In-Country Manager, Mosaica Education, Doha, Qatar

Multilingual education in a country of linguistic diversity: Exploring why this is the key to effective basic education.

  • Explaining why language use in education can be a barrier to receiving quality education and accessing further education for Adivasi communities in Bangladesh and how multilingual education can change this.

  • Sharing some positive results of multilingual education and showcasing the work of community members and local NGO’s in developing appropriate curriculum, teaching and learning materials.

Joseph Khakha
Team Leader, Technical Unit, SIL Bangladesh

Zenith Mousumy Sarker
Language and Development Facilitator, SIL, Bangladesh

Kury Chisim
Language and Development Facilitator, SIL, Bangladesh

Reviewing the challenges and opportunities presented by code switching and mixing in Bangla.

  • Investigating the issues related to code-switching/code-mixing in an ESL context, with a focus on inter and intra-sentential mixing.

  • Determining which structural pattern of code-switching/code-mixing is predominant in different social strata and exploring the relationship of language use to the socioeconomic class of the language user.

Md. Kamrul Hasan
Senior Lecturer, Department of English, United International University, Bangladesh

Mohd. Moniruzzaman Akhand
Lecturer, Department of English, United International University, Bangladesh

Why ICT in language learning is not commonly used in Bangladesh and how it could be usefully harnessed.

  • Reviewing how, in contrast to other more advanced areas, the use of ICT in language learning is so far almost an unexplored area in Bangladesh.

  • Sharing the results of a study at the Institute of Research and Education into language learners’ ICT practices and recommendations on how to address scant use of ICT for language learning.

Mahbub Ahsan Khan
Assistant Professor, Institute of Education and Research, University of Dhaka, Bangladesh

^ Muhammed Kamarul Kabilan
Trainer, School of English Language Studies, USM, Malaysia

Naser Jamil Alzaidiyeen
Student, School of Educational Studies, University Sains, Malaysia

An insight into multilingual education and how it can help bridge social gaps and level development opportunities: The experience of a multilingual project in Orissa, India.

  • Reviewing the impact of teaching in a global language, not mother tongue: How this affects linguistic human rights, social gaps in literacy and quality of education.

  • Exploring the experience of multilingual education introduced in ten tribal languages and supported by the community: Results so far of a five year programme in Orissa.

Dr Mahendra Mishra
State Tribal Coordinator, Orissa Primary Education Programme Authority, India

Examining how language proficiency becomes a determining factor when seeking employment in the tertiary education sector of Bangladesh.

  • Detailing the results of a comparative study of the language skills of professionals in different jobs at the private universities of Bangladesh.

  • An overview of which professions requires which language skills: An important tool for managers, employers and job seekers of this sector and a template for other key sectors in Bangladesh.

Maimuna Musarrat
Administrative Coordinator, Asian University for Women, Bangladesh

Rethinking the status of English in Bangladesh: Why it should be the second language, not a foreign language.

  • Explaining the link between ethnic identity and language: Why genuine love of the mother tongue means Bengali is the official language of the nation.

  • Exploring the reality: How English has become the language of choice for social, official, educational and commercial activities.

Dr Md. Maniruzzaman
Associate Professor, Department of English, Jahangirnagar University, Bangladesh

Poetry, language and Bangladesh's national profile: A case study focusing on the work of Kazi Nazrul Islam.

  • The challenge of realising Bangladesh’s cultural capital in world literature: How can this best be met?

  • Discussing how the compartmentalisation of language proficiency and the neglect of translation as an area of teaching are preventing the wider communication, enjoyment and recognition of Bangladesh’s cultural achievements.

Dr Mark Stevenson
Senior Lecturer, Asian Studies, Victoria University, Australia

Dr AKM Waliul Islam
Associate Professor, Institute of Modern Languages(IML), University of Dhaka, Bangladesh

‘Teachers should adjust their views’: A feasible formula for successful language curriculum change?

  • Exploring why teachers’ failure to ‘adjust their views’ is often the reason cited for disappointing results in the reform of English language curriculum.

  • Illustrating why a succession of other views may first need to be adjusted before a curriculum reform can be accepted: A case study of English language reform initiatives.

Dr Martin Wedell
Head of Development, School of Education, University of Leeds, United Kingdom.

Critiquing language teaching through literature: A Bangladeshi perspective.

  • Exploring the advantages and disadvantages of using literature for language development in English as a foreign language curriculum.

  • A critique of how the traditional approach and curriculum of Bangladeshi institutions has widened the gap between language and literature and hampered the primary objectives of English teaching beyond the tertiary level.

Masrufa Ayesha Nusrat
Assistant Professor, Department of English, East West University, Bangladesh

Exploring the potential of language learning to help us express altered global perceptions and the evolution of a ‘vocabulary of development’.

  • Offering insight into how a Global Citizenship or Cosmopolitan language framework might look and work.

  • Sharing the results of research with critical global educators: How their work will shape and influence the processes of English language teaching, policy and development objectives.

Maureen Ellis
Lecturer, Institute of Education, London University, UK

The opportunities and challenges of introducing large scale English language programmes: How do we account for the realities of countries delivering such programmes?

  • Reviewing the current position of English as a subject and as a language, and the challenge of introducing change by using a more communicative methodology in the English language classroom.

  • A chance to join in interactive debate of ideas and sharing of knowledge of similar projects in different countries and regions, taking into account local realities and the opportunities and limitations of technology.

^ Michael Solly
Senior Lecturer, The Open University, UK

Masuda Khatun
Teacher Development Coordinator, English in Action, Bangladesh

Kazi Shahid
Teacher Development Coordinator, English in Action, Bangladesh

Shahamin S. Zaman
Head; Research, Monitoring and Evaluation, English in Action, Bangladesh

The essential role of Natural Language Processing (NLP) in e-governance: Examining the issues and highlighting the advantages.

  • Exploring the usefulness of NLP in overcoming language barriers and the differences between man and machine.

  • Examining the incentives and barriers to introducing NLP technologies to the field of e-governance and its role in making it a success.

Mohammad Ali Moni
Lecturer, Department of CSE, Jatiya Kabi Kazi Nazrul Islam University, Bangladesh

Sustainable development for participation in a multilingual society: How leaders of Adivasi communities can promote change and community development and raise awareness of local development needs.

  • Outlining the development challenges facing the Mahle and how they have been encouraged to find sustainable solutions to these self-identified problems.

  • Examining how community based training is equipping ethnolinguistic communities to make decisions which promote interdependence while retaining their own languages and identities.

Mridul Sangma
Team Leader, Mobilisation Unit, SIL, Bangladesh

Ujjal Bikash Tripura
Language and Development Facilitator, SIL, Bangladesh

Tury Chimic Mrong
Language and Development Facilitator, SIL, Bangladesh

Is there space for women and men? Examining gender representation in English language textbooks for S.S.C students in Bangladesh.

  • An investigation into whether and to what extent the depiction of women and men in textbooks is balanced or stereotyped in the S.S.C. level English language textbook English for Today.

  • Looking at the possible impact of biased materials on language learners in terms of their learning process and the development of their gender schema and 'psyche'.

Mst. Anjuman Ara
Lecturer, United International University, Bangladesh

Language education policy and nationalism in Bangladesh: Do they share responsibility for culture shock and identity crisis in the nation?

  • Questioning to what extent exclusionary Language Education Policy (LEP) is responsible for the dying out of ethnic languages in Bangladesh.

  • Looking at the interplay between LEP and Bangali nationalism and its impact on identity, culture and the educational progress.

Muhammad Monzou-Re Khoda Bhuian
Graduate Teaching Assistant, Department of English, East West University, Bangladesh

Sunjida Afrin Khan
Graduate student, East West University, Bangladesh

The evolution of language: Exploring how ‘natural’ learning has been replaced by science and why, in a digital age, we should embrace the opportunities offered by increasingly sophisticated technology.

  • Considering the role and evolution of technology in the learning of languages: How its influence has made the learning process easier, more fun, and more accessible.

  • A look into the future: How efficient, intelligent technologies will transform our approach and experience of learning languages.

Mustafa Jabbar
Chief Executive, Ananda Computers, Dhaka, Bangladesh

Exploring why the anxiety of teachers towards the use of computer technology in teaching English as a foreign language is a major factor in low take up of ICT learning approaches in Jordanian schools.

  • Linking teacher anxiety with low use of computers in Jordanian schools: Why the availability of computers is increasing, yet the actual use of computers in TEFL continues to be low.

  • Outlining the results of research into these areas and concluding with ideas for motivating teachers to use computers and to lessen their anxiety over doing so.

Naser Jamil Alzaidiyeen
Student, School of Educational Studies, University Sains, Malaysia

Abdul Ghani Kanesan Abdullah
Deputy Dean & Associate Professor, School of Education Studies, University Sains, Malaysia

Mahbub Ahsan Khan
Assistant Professor, Institute of Education and Research, University of Dhaka, Bangladesh

Teaching and learning language with Web 2.0 technology: How it could transform education of the next generation.

  • Exploring theory, pedagogy and technology in language teaching and learning for a new generation of learners seeking greater autonomy and connectivity as well as opportunities for learning through social networking.

  • Explaining the fundamentals of Web 2.0 technologies: How they are shaping the ways millennial students choose to learn and their potential uses in teaching and learning of language.

Professor Nasreen Rahim
Instructional Technology and DE, Evergreen Valley College, USA

English for Teaching: Teaching for English
: How the British Council has enabled teacher training in remote regions and opened doors to learning English.

  • Explaining how the British Council’s English for Teaching: Teaching for English project tackles the needs of in-service teachers, providing them with the skills and methodology to help people master English.

  • Sharing our success: our approach to and experience of delivering teacher training in remote regions of Pakistan and Nepal.

^ Natalia Tsarikova
Regional ETTE Project Manager, British Council, Tashkent, Uzbekistan.

Sue Leather
Consultant to the British Council’s ETTE (English for Teaching, Teaching for English)

Tshring Gurung
Teacher Trainer and ETTE Project Manager, British Council, Nepal

^ Roudaba Shuja
Principal, Federal Government College for Women, Humak, Islamabad, Pakistan

Examining Nigeria’s development in relation to national language policy, education, politics and political hegemony, ethnicity and national unity, religion and governance.

  • Reviewing how ethnic, linguistic and political conditions have made Nigeria a diverse nation with many local languages but not one with a national status.

  • Exploring how English has become the national, unifying language of Nigeria and why a trend towards lesser proficiency in the language is creating a barrier to further development.

Dr. Nkechi M Christopher
Lecturer, Department of Communication and Language Arts, University of Ibadan, Nigeria

English language teaching, media and technology: The BBC’s experience globally and in Bangladesh.

  • Exploring the role of technology in the evolution of BBC Learning English’s approach to language learning, with a special focus on tools such as message boards, blogs, voting and mobile telephony, as well as social sites such as YouTube and Facebook.

  • Looking at the development of the Bangladeshi multi platform media project, including a preview of forthcoming innovations and content currently being developed for the project.

^ Paul Scott
Interactive Editor, BBC Learning English, United Kingdom

David Prosser
Head of Programmes and Executive Producer, BBC World Service Trust,

Mazharul Islam
Head of Operations, BBC World Service Trust, Bangladesh

Timothy Cooper
Manager, Audience Research, English in Action Initiatives, Bangladesh

Exploring how a content and language integrated (CLIL) approach to learning English can be used to promote civic alternatives to armed conflict and to develop better ethnic understanding in conflict affected communities.

  • Exploring the relationship between content and language, why conflict transformation is crucial to good governance and how English can be used as a link language in areas that traditionally use language to create or exacerbate social and ethnic divides.

  • Reviewing the effectiveness of English as a tool for conflict transformation, drawing on the work of the German government’s bilateral development organisation, GTZ, in the conflict affected North and East of Sri Lanka.

Psyche Kennett
Team Leader, GTZ, Performance Improvement Project, Sri Lanka

Gill Westaway
Country Director, British Council, Sri Lanka

Demystifying the domain of sexual identities in the second language classroom of developing countries: A poststructuralist perspective.

  • Explaining how the dominance of heterosexuality in English as a second language reference material sustains heterosexuality as the ‘norm’ and marginalises ‘minor’ sexual identities.

  • An insight into the challenges faced by a transition to gay and lesbian inclusive curricula including the thoughts and observations of English as a second language educators and learners.

Qumrul Hasan Chowdhury
Lecturer, American International University-Bangladesh

The role and status of English in Bangladesh: Issues of policy, practice and prestige.

  • Why English has continued to be used in varying degrees, in different domains of Bangladeshi life and culture, in spite of policy directions favouring ‘Bangla in all spheres’ of life.

  • Discussing some of the key issues of language policy and practice in Bangladesh since 1971, focusing on the co-existence and complementary use of Bangla, the language of national identity, and English, the language of international prestige and status.

Rahela Banu
Professor, Institute of Modern Languages (IML), University of Dhaka, Bangladesh

Unity within diversity: Exploring how the English language can be used to unite students from multi-cultural backgrounds.

  • An insight into the pre-university programme for girls at the Access Academy in Chittagong: Activities, aims and outcomes.

  • Looking beyond formal education: Reviewing how students use English language skills in everyday activities, cultural and religious festivities and community services.

Rehana Alam Khan
Co-Director, Office of Admissions and Student Recruitment, Asian University for Women, Chittagong, Bangladesh

Meeting the challenges of today’s competitive job market: An insight into what Bangladeshi employers are looking for in terms of job and language skills.

  • Exploring why English language skills rank alongside computer skills in terms of what employers seek in their recruits and how the ability to speak English is used as a screening process in recruitment.

  • Investigating the skills which are most frequently used in various jobs, the employers’ perception of the skills of new graduates against those of their current employees and identifying the specific English language skills which may be considered important.

Dr. Rubina Khan
Professor, Department of English, University of Dhaka, Bangladesh

Tazin Aziz Chaudhury
Assistant Professor, Department of English, University of Dhaka, Bangladesh

Linking language and socio-economic development: Bangladesh’s linguistic journey to globalisation.

  • Exploring how the booming garments industry is paving the way for globalisation: How prepared is Bangladesh to join the global village and what will the impacts be?

  • A focus on the use of language in national development: Linguistic approaches at different levels of management and their influence on progress.

Rumana Mehzabeen
Database Assistant, Asian University for Women, Bangladesh

Language, gender and development: An examination of how the use of language can marginalise and exclude women from development.

  • Exploring the power of language in shaping and influencing representations of women.

  • How both written and verbal language can portray women as insignificant.

  • Looking at how patriarchal forms of language lead to women being viewed as ‘passive’ agents of social change rather than as ‘active’ agents of development.

Dr Sadeka Halim
Professor, Department of Sociology, University of Dhaka, Bangladesh


Research on Bangla Language Processing in Bangladesh: Progress and Challenges

  • Exploring how BLP could remove obstacles to learning and allow access to the benefits of modern communication, information technology and the English language.

  • Solving the Bangla language processing problem: how challenges to implementation can be overcome, ensuring the Bangla language takes its place on the global stage.

Dr. Md. Saiful Islam

Assistant Professor, Institute of Information and Communication Technology(IICT), BUET, Bangladesh

Assessing the implications of gender stereotyping in English foreign language textbooks: A case study in Bangladesh.

  • Exploring the results of research into the equity of gender representation in foreign language textbooks using English for Today (class 1 to 10), published by NCTB, Dhaka as an example.

  • Reviewing the implications and impact of gender stereotyping in textbooks on the fair treatment of women and girls and men and boys.

Saima Hasin
Assistant Professor, English Language Institute, United International University, Dhaka, Bangladesh

Sabrina M. Shaila
Lecturer, English Language Institute, United International University, Dhaka, Bangladesh

How the emergence of English as an international language has influenced Urdu: Examining code mixing and switching in the national and local languages of Pakistan.

  • Providing insight into the linguistic, socio-cultural and attitudinal implications of code mixing in the text books of Pakistani schools: How this is redefining and restructuring both the lexes and status of Urdu.

  • Case study examples: Examining code mixing and switching in the text books of two subjects – Urdu and Pakistan Studies.

Professor Dr Samina Amin Qadir
Head, Department of English and Dean, Faculty of Arts and Social Sciences, Fatima Jinnah Women University, Rawalpindi, Pakistan.

Developing writing skills in English through community service: A Bangladesh perspective.

  • An insight into service learning as a bridge between classroom learning and community service and how this enhances the language learning experience of a student.

  • Sharing the results of a pilot programme of service learning: How teaching underprivileged children in a UCEP (Underprivileged Children Education Programme) school improved the writing skills of university students, gave them better community awareness and contributed to their individual development.

Sanjoy Banerjee
Lecturer in English, Centre for Languages (CFL), BRAC University, Bangladesh

Examining how language, culture and media reinforce and influence gender stereotypes in Pakistani newspapers.

  • Exploring how gender is portrayed in the language of newspaper showbiz sections with reference to the social and cultural stereotypes operating in Pakistani society.

  • Understanding the gender specific language choices in Pakistani print media and relating these to a wider Bangladeshi context.

Dr. Sarwet Rasul
Assistant Professor, Department of English, Fatima Jinnah Women University, Rawalpindi, Pakistan

Code switching and bilingualism: A socio-psychological study in Bangladesh.

  • Investigating the possible explanations for code-switching in bilingual communities and the benefits associated with language switching in Bangladesh, a predominantly monolingual country.

  • Highlighting the attitude of urban educated people toward bilingualism, code-switching and bilingual education: Why societal participation in educational planning and language policy issues is vital to get it right and gain acceptance.

^ Dr. Sayeedur Rahman
Assistant Professor, Institute of Modern Languages (IML), University of Dhaka, Bangladesh

Rumana Hossain
Lecturer, English Language and Literature, Jahangirnagar University, Dhaka, Bangladesh

Challenging the traditional understanding of national and cultural identity: Why we must rethink our assumed basic theories of Bangladeshi culture and identity

  • Considering the impact of the emergence of Western cultures and the influence of English on Bangladeshi culture, politics, lifestyle and economics.

  • Reviewing the impact of language policy on cultural identity: A consideration of overall theoretical models and conceptual frameworks that accommodate and account for how human identity is both similar and different.

Shaiful Islam
Lecturer, Department of English, Independent University, Bangladesh (IUB)

Examining how different standards of teaching and testing of English can become barriers to further education for students in Bangladesh.

  • Examining the difference in teaching and testing standards of English, Bengali and Islamic education, how they have impacted on proficiency levels in each language and how the balance can be redressed.

  • Discussing the obstacles faced by students, due to differences in the language standards, when pursuing higher education and suggested solutions for addressing this issue.

Shaila Shams and Sabrina Mostafa
Both M.A., Applied Linguistics and ELT, Department of English, University of Dhaka, Bangladesh

Redressing balance in the classroom: How different teaching approaches can either include and encourage or exclude and divide.

  • Exploring the effect of different teaching approaches on the academic performance, socialisation experiences, identity and chances of learning of first year university students in Bangladesh.

  • Discussing the implications of these findings in developing a more balanced language policy for the universities of Bangladesh.

Shaila Sultana
Assistant Professor, Institute of Modern Languages (IML), University of Dhaka, Bangladesh

English as emancipation: Does it open doors or is it only available to the privileged few?

  • Why the idea of English giving ‘positional superiority’ is a convenient oversimplification and one only accessible to a select group of privileged people.

  • Reporting on the current state and role of English in Bangladesh, how it functions as a way of segregating classes and promoting institutional commodification.

Shakil Rabbi and Asif Iqbal
Both are MA, Department of English, University of Dhaka, Bangladesh

Exorcising the ‘curriculum ghost’ of Bangladeshi universities: Finding a place for and balancing the needs of both literacy and literary education.

  • Explaining why the English departments of the public universities of Bangladesh are haunted by the ‘curriculum ghosts’ of a colonial past, bureaucratic rigidity and personal agendas which pit the study of literacy against that of literature.

  • Highlighting the necessity for a dialogue between literacy and literary studies in order to offer a fair and balanced education which delivers both the functional skills required by business as well as an appreciation for the culture and beauty of language.

Dr. Shamsad Mortuza
Associate Professor and Chair of the English Department, Jahangirnagar University, Bangladesh

Combining the learning of English with the preservation of local culture: How the use of sub-continental literature in the classroom can add flavour to language learning.

  • Exploring how sub continental writers are using English as a weapon to write back by celebrating local culture and colour and using the language as a vibrant and powerful learning tool.

  • Learning how Bangladeshi literature can be a vehicle of culture and communication, helping language teachers create an ideal learning environment.

Sonia Sharmin
Lecturer, Department of English, East West University, Bangladesh

An insight into how classroom language resources and the ETTE project are helping marginalised teachers improve their language and teaching skills.

  • Review of global research into the challenges facing English teachers with low levels of English.

  • How local developers have developed teacher training courses fit for their specific situation, making use of both global products and local material and how we can help make generic products locally relevant.

Sue Leather
Lead consultant, British Council’s ETTE (English for Teaching, Teaching for English) project for Central and South Asia(CSA)

English and the politics of representation: Its socio-economic importance and role in development.

  • Examining the implications of the use of English in non-English speaking countries, including a socio-economic analysis of the importance it has assumed over the years.

  • Contrasting how English can become a language of control, denying non-speakers access to opportunities, or of progress, and exploring how language use can be evolved to be more inclusive and productive.

Dr Syed Manzoorul Islam
Professor, Department of English, University of Dhaka, Bangladesh

The rise of social networking websites and their impact on learning English as a foreign language.

  • Tracing the emergence of a new mode of language learning – CALL – Computer Assisted Language Learning and looking at how virtual friendships and chatting with native English speakers online can help develop language skills.

  • Reporting on the impact of using the social networking site Facebook: how the negative effects of using such a site outweigh the positives.

S M Anwaruddin
Lecturer, Centre for Languages (CFL), BRAC University, Bangladesh

Using computer tools to aid multilingual education: How to create audio-enhanced learning aids for use in teaching language and literacy in minority and majority languages.

  • Exploring why hearing and understanding fluent reading is the key to becoming a fluent reader and to learning another language.

  • Reviewing how computers can make up for the limited access some learners have to native speakers in order to model fluent reading and speech.

Tajia Jafrin
Independent Language Resource Developer, Bangladesh

The Internet as a tool for continuous teacher development: A look at resources which are free, easy to use and accessible all over the world.

  • Exploring how the Internet has opened up opportunities for teachers and learners of English all over the world.

  • Demonstrating the different ways in which the Internet can be used to help English language teachers to continue to develop professionally no matter where they are in the world.

Tanya Cotter
ICT Coordinator and Teacher, British Council, Dhaka, Bangladesh

Is there a role for mobile technologies in open and distance language learning? An exploration in the context of Bangladesh.

  • Reviewing the potential of mobile learning technologies such as broadcast, audio, mobile media players, phones and podcasts.

  • Examining the opportunities for mobile language learning in a country where mobile devices are becoming increasingly affordable and ubiquitous.

Tom Power
Lecturer in Education and a member of the Research Group on International Development in Teacher Education across Societies and Cultures, The Open University, United Kingdom

Prithvi Shrestha
Lecturer, Open ELT, Faculty of Education and Language Studies, The Open University, United Kingdom

Establishing a multilingual, multi-institutional and multinational professional development model to meet the challenges of teacher training in South East Asia, based on a similar programme in Sub-Saharan Africa.

  • How the shared evolution of Open Educational Resources (OERs) can underpin the creation of effective, active, school-based, participatory professional development programmes for teachers of English in South East Asia.

  • Showcasing the work of TESSA, Africa’s largest teacher education research community, in developing teacher training programmes sympathetic to local linguistic and cultural needs.

^ Tom Power
Lecturer in Education and a member of the Research Group on International Development in Teacher Education across Societies and Cultures, The Open University, United Kingdom

Michèle Deane
Lecturer in Education and a member of the Research Group on International Development in Teacher Education across Societies and Cultures, The Open University, United Kingdom

^ Claire Hedges
Programme Co-ordinator, English in Action and Teacher Education in Sub-Saharan Africa (TESSA) Programmes, the Open University, United Kingdom

Illustrating the challenges and exploring the successes of a university working locally with communities to revitalise indigenous languages in a region of high language diversity

  • Reviewing how universities have, in the past, had a limited role in the revitalisation of indigenous languages due to both practical restraints and the academic background of many learners.

  • Case study: Exploring the work of Simon Fraser University Kamloops in language revitalisation through local partnerships and collaboration with elders and speakers of indigenous languages.

Dr. Thomas Perry
Associate Professor, Simon Fraser University, Canada

Marianne Ignace
Associate Professor, Simon Fraser University, Canada

Examining the language challenges faced by international graduate students in the United States and recommendations on how to overcome them.

  • Exploring the language challenges faced by international graduate students at Auburn University, Auburn, Alabama in the United States.

  • Offering recommendations and suggestions to international students which will prepare and assist them in adjusting, adapting, and overcoming their language challenges.

Dr Ya-Hui Kuo
Assistant Professor, Department of English, Wenzao Ursuline College of Languages, Kaohsiung, Taiwan

English language teaching: Lending a hand to English’s imperialistic role?

  • Revealing how English sustains and reinforces its dominance through the powerful role of ELT in propounding, disseminating and controlling thoughts regarding what language is, and why and how it is taught.

  • Exploring the role of ELT and the cultural structures and attitudes that are ousting other languages from the classroom: Considering the evolution of teaching methods, development of reference material and the West’s monopoly over communication and technology.

Zahid Akter
Assistant Professor, East West University, Bangladesh

The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

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