|Learning English Orientations|
|The use of English is very much domain-specific in Bangladesh. The learners in this country learn English for its functional role and practical value.|
English is the second language of Bangladesh. It is extensively used in the majority of parts of the today’s life of this country. A lot of people watch English television channels and use Internet as well. On the other hand it is not the language used in home among family members and among friends in informal conversation.
In Bangladesh, English is taught as a compulsory subject for 12 years under a standardized national curriculum, both in state-run and private schools and colleges. It is a required subject rather than an instrument for survival in business and education at the primary and secondary levels. It is consequently an EFL context and, like the majority of other countries in Asia, English teaching in Bangladesh tends to mean teaching grammar, reading and translation.
In Bangladesh, students are expecting teachers to be authority figures and the teaching methods to conform to the traditional 'lock-step' teacher-centred approaches where teachers provide orders to students, who then comply.
By the time students are enrolled at a university, they have already completed 12 years of schooling with English as a compulsory subject. In the pre-university years, students are not exposed to abilities development courses. Therefore the more communicative approaches to language teaching which they find for the first time at the university seem to them foreign.
Students feel tempted to discard the new style and complain that the teacher is not teaching when tasks and activities are done in the class without meeting the sociocultural expectations of the students. This may be for the reason that the sense of security and order, which they found in the familiar routines in which they knew their status and role, had unexpectedly been dishonored by something new. They are no longer conversant in the rules of this new game.