CHALLENGES OF IMPLEMENTING ENGLISH CURRICULUM AT RURAL PRIMARY

SCHOOLS OF BANGLADESH

Abu Nayeem Mohammad Salahuddin

Assistant Professor
Institute of Education and Research
University of Dhaka, Bangladesh
PhD Candidate at College of Education, University of Canterbury, New Zealand
Email: abu.salahuddin@du.ac.bd, sripon07@yahoo.com

Md. Mahbub Rabbani Khan

Ex Masters Student
Institute of Education and Research
University of Dhaka, Bangladesh

Md. Arifur Rahman

Research Officer
Brainstorm Bangladesh

Abstract

Primary level English curriculum implementation is essential in Bangladesh to achieve the set
English language competencies in the rural areas. The main purpose of this study was to find out
the challenges of implementing English curriculum at primary level in rural schools of
Bangladesh. The current study was a mixed method research by nature. Two sets of
questionnaires were used to collect data from students and teachers of rural areas to understand
the views and situation of English Language teaching and learning. Besides, interviews were
conducted with the teachers and English teaching sessions were observed using an observation
checklist in order to find out the present situation of primary level English Curriculum
implementing process and challenges. The study indicates that most of the rural schools students
are poor in English language due to lack of skilled teachers, proper teacher training, using proper
teaching methods and materials, physical facilities and so on. As a result English curriculum
implementation at primary level in Bangladesh is becoming unsuccessful.

KEY WORDS: English curriculum, language competencies, language practices, second language

1. INTRODUCTION studies indicate that many of the primary graduates

are failing to learn language skills that they can use
The main purpose of using language is to effectively (Snow, Burns, & Griffin, 1998; Ahmed &
communicate one’s needs, necessities, feelings, Nath, 2005). To learn language, comprehension
thoughts and ideas to others (Banu, 2009). Empirical strategies need to be more explicitly discussed and

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individual interpretation of texts need to be valued take up the challenges of the competitive survival
inside the classroom. Children need to learn and growing globalization in developing countries.
different reading strategies, for example, scanning, English is the dominant language of international
skimming, and locating information throughout the business and economic development, and that
text to solve different reading problems. All learning dominance continues to grow with the continued
experiences do not necessarily lead to learning, globalization of business through mergers and
unless subsequent opportunities for reflection, international investment. This is high time we
application, correlation and consolidation are started to see the future development of English as a
created (Shukla, 2008). Vygotsky’s (1978) research world language and took proper initiatives to
brought the importance of language for learning to develop our English language learners to a global
the fore. Interactive communication in collaborative standard in Bangladesh (Rahman, 2009). The global
learning experiences help learners to develop their distributions of English are often described in terms
thinking through language, and develop their of three contexts such as English as a Native
language through thinking. According to Brown Language (ENL), English as a Second Language (ESL)
(2001), and English as a Foreign Language (EFL). Thus the
diffusion of English throughout the world is seen in
territories, viz., ENL territories, ESL territories and
Interaction is the collaborative EFL territories (McArthur, 1996). Although officially
exchange of thoughts, feeling or ideas English is a national second language in Bangladesh,
between two or more people, resulting this does not make Bangladesh an ESL country, as
in a reciprocal effect on each other. there exists mainly a non-Anglophone environment
Theories of communicative outside the English classrooms. The CLT
competence emphasize the (Communicative language teaching) situation in
importance of interaction as human Bangladesh is thus comparable to other EFL
beings use language in various countries (Karim, 2004).
contexts to ‘negotiate’ meaning, or
simply stated, to get an idea out of The main objectives of teaching English in
one person’s head and into the head primary level education in Bangladesh are to enable
of another person and vice versa (p students to understand simple commands,
165). instructions, and requests in English and also carry
them out (National Curriculum and Textbook Board,
English has become the modern lingua 2006). The students speak and converse in simple
franca, i.e. the language of communication among English according to this age level and read to
speakers of other languages. As such, English can comprehend the textbooks set for their age group
help bridge communication barriers across cultures. and level. They also write words, simple sentences,
The last decade or so has been marked by a new passages, paragraphs, informal letters and numbers
phenomenon called globalization. This has a according to their age group and level. NCTB
profound impact on different domains of life such as prepared English curriculum for primary level to
social, political and economic. It has also consider proper approaches and method although
experienced significant changes in the unfortunately the curriculum is not implemented
communication dynamics of the world. English properly especially in rural areas (Sadek, 2002). Most
language is the most crucial gear of this new of the students of rural schools are unable to attain
communication euphoria. English as a subject is of the primary English language competencies due to
paramount importance in equipping the students to prevailing challenges in our education system. The

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main objective of this research is to find out the organized in some sequences of framework, or a
challenges of implementing English curriculum at framework for selecting and organizing learning
primary level in rural schools in Bangladesh. experiences (Howel & Wolet, 2005). English
curriculum at primary level of Bangladesh indicates
2. PRESENT STATUS OF ENGLISH LANGUAGE IN the aims, learning outcome, teaching methods and
BANGLADESH techniques, teaching aids and materials, and
evaluation system. Making English study effective
Necessity of teaching English in the South from primary to tertiary levels needs a lot of inputs
Asian subcontinent was addressed first time in Lord and resources like trained teachers, communicative
Macaulay's minute of 1835 (Krishnaswamy & teaching materials; and financial, infra-structural and
Sriraman, 1995). Macaulay in his Minutes expressed management facilities. These resources are not
the importance and usefulness of the education that equally available or favorable for learning English in
would be given to the natives through the medium all the educational institutions of the country. In
of English. He mentioned two objectives of such some urban elite schools, these inputs are mostly
education. The first was to create a class of natives available and the school leavers can use English,
who despite their blood and color through this more or less, in their further study or in jobs that
education; would be English in culture and be able to they choose. But most of the rural schools lack in
"interpret" between the rulers and the subjects. The some or almost all these resources (Sadek, 2002).
second was to create a "demand" for the European
institutions. Clearly both the objectives were Teaching-learning English in the rural
designed to serve the interest of the Masters, not of schools cannot be done in the way it should be done.
the subjects. When it published, he said, "it will be In most cases, learning English means rote learning
the proudest day in English history" (Sadek, 2002). In of grammar rules and textbook contents even
Bangladesh, During the pakistan period, as a legacy without understanding. But unfortunately there is
fo British rule, English was a second language.The discrimination between urban and rural primary
educated or even fairly educated people had to use school students’ English language learning. Students
English in offices, profession, education and other from urban areas show better proficiency in
purposes. However, after the war of liberation in comparison with the students from rural areas. Most
1971, in independent Bangladesh, the official status of the urban students watch cable television; have
of the English language changed to a foreign easy access to cyber café; a good number of them
language. In this monolingual country people do read English newspapers. As a result, the urban
almost everything in Bengali and did not use English students, often have the opportunity to use English
in real life communication. They started facing outside their classroom. In some urban schools
problems when they were required to communicate computer education has been made compulsory
in English. Moreover, recently the EFL situation in from very early years of schooling. This helps the
post liberation Bangladesh, English has regainged an students to learn and to use English words and
important unofficial status. vocabulary items related to information
communication technology (ICT). Their proficiency
English is used in many government, semi- level is, therefore, much higher than that of the rural
government and private organisations along with students. This is worth noting in different
Bengali (Ainy, 2001). The term curriculum can refer competitive examinations like admission tests in
to a variety of things, including the courses taught different universities and institutions, job interviews
in a school or a program, the document that list the and other competitions. In most cases the urban
courses taught, a set of teaching materials that are

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competitors especially, those from the metropolis do learning language. So, English curriculum
better than others (Hasan, 2004). implementation is necessary from primary level in
Bangladesh.
3. RESEARCH OBJECTIVES
In the beginning of primary level, necessary
The main aim of this study was to investigate steps must be taken to have a good grounding in
the Challenges of implementing English curriculum English for the student through effective teaching.
at primary level in rural schools of Bangladesh. To But there are many problems to implement English
investigate the challenges, the specific objectives of curriculum at primary level in rural areas. Rural areas
this study are: students are not able to grasp English Language very
1) To find out the present situation of English well in many cases. Moreover, in acquiring primary
teaching-learning process in primary rural level competencies and learning outcomes, the
schools of Bangladesh. achievement rate is questionable among the rural
2) To identify the problems to implement the primary school students, especially in English
English curriculum in primary rural schools subject. So the aim of English language teaching at
of Bangladesh. primary level is going to be futile. There are some
3) To suggest the way of emancipation from logical reasons for this lagging behind in rural areas.
the challenges of implementing English Since the focus of this study is to find out the
curriculum at rural primary schools. challenges of implementing English curriculum at
primary level in rural area of Bangladesh, it will help
to understand the present situation of English
4. SIGNIFICANCE language learning process and illustrate the
challenges of implementing English curriculum. The
For the development of Bangladesh, we result would be a guideline for the government,
need a large number of human capitals. To build the school authorities, incumbent education officers and
human capital, English is essential in the present age other non-government organizations who work for
st
of information and technology of 21 century. improving English language skills at primary level.
Bangladesh sustains one of the largest primary
education systems in the world with as many as 5. METHODOLOGY
80401primary institutions of 10 different kinds
namely, Government Primary School, Registered The study was concerned to find out the
Non-Government Primary School, Non-Registered present situation of English teaching- learning
Non-Government Primary School, Experimental processes in rural areas and to identify the nature of
schools, Community schools, Kindergartens, NGO the problems to implement the English curriculum in
schools, Eebtedaee madrashas, primary sections of Bangladesh. It was designed in mixed approach. Data
high madrasas, primary sections of high schools and evidence were gathered from a range of sources
(Rabbi, n. d). Among these primary schools, most of by using a combination of different data collection
the schools are in rural areas of Bangladesh. Primary tools. Questionnaire, observation check list tools
education is called fundamental education to build a were used to follow the quantitative approach while
child. For this reason primary education is interview was conducted as qualitative approach.
emphasized in all declaration for the development of
education of every nation and it is important to This research was conducted in the rural
create a base of English at primary level. According area and covered Ramgonj Thana of Laxmipur
to Burg (2006), 2-13 years is the proper time for district, Bangladesh. To select the sample of schools,

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purposive sampling procedure was employed. Thirty level in rural areas. Ten English teachers, whose
schools were selected for collecting data. Three classes were not observed, were selected by
hundred students, 10 from each school were purposive sampling for interviews. Interview was
selected for data collection. For selecting students, conducted to investigate the teachers’ views about
only grade III, IV and V were considered. Grade I and the challenges of English curriculum implementation
II were not considered because English is not taught at primary level. Observation checklist was used to
formally at these levels. Thirty English teachers, one find out class room teaching-learning conditions and
from each selected school, whose classes were procedures towards English language learning.
observed, were considered as respondents for data
collection through questionnaire; and other ten 6. DATA ANALYSIS
English teachers, whose classes were not observed,
were selected for interviews to find out in-depth 6.1. Questionnaire for students
information. Thirty classrooms, one from each
school were observed to find out the challenges of 6.1.1. Studying English
English curriculum implementing in rural areas.
From all respondents, 64% consent that
A questionnaire was developed which they read English regularly whether 36% consent
included mostly close ended and some open ended that they do not read English regularly. From the
questions for the students to identify their views respondents who do not read English regularly, 86%
about the challenges in implementation of English believe that English is hard, 5% do not get interest in
curriculum in rural areas at primary level. Another English and 9% students think that teachers do not
questionnaire was used to collect data from those make them understand clearly and as a result they
teachers whose classes were observed to find out do not like to study English.
the present situation of English teaching at primary

Figure 1(A): Study of Figure 1(B): Causes of irregularity

English regularly

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6.1.2. Ways of capturing lesson

Among the all respondents, 5% learn lessons understanding by themselves, 5% learn in teacher’s class, 40%
learn by reading guidebooks, 50% learn with the help of private tutors.

Figure 2: Ways of capturing lesson

6.1.3. Speaking exercise in the classroom

From all the students, 10% consent that English teachers always make speaking exercise in the class while
38% consent that English teachers sometimes make speaking exercise in the classrooms and 52% admit that
English teacher rarely make speaking exercise in the class.

Figure 3: Speaking exercise in the classroom

6.1.4. Writing exercise in the classroom

Primary school students at rural areas of Bangladesh claim that teacher don’t make regular writing
exercise. From all the students, 3% consent that English teacher always make writing exercise regularly while 54 %
sometimes make writing exercise in the class whether 43% think that English teacher rarely make writing exercise
in the class.

Figure 4: Writing exercise in the classroom

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6.1.5. Reading exercise in the classroom

From all the students, 13% consent that English teacher always make reading exercise in the class whether 78%
consent that sometimes English teacher make reading exercise and 9% think that English teacher rarely make
reading exercise in the class.

Figure 5: Reading exercise in the classroom

6.1.6. Listening exercise in the class

Unfortunately, all students claim that no primary teacher make listening practice in classroom.

6.2. Questionnaire for teachers

6.2.1. Follow the instructions of teachers’ guide

Among all the respondents, 30% teacher consent that they sometimes follow the primary level teacher
guide where 70% teacher don’t follow teaching process instructed by the teacher guide.

Figure 6: Follow the instructions of teachers’ guide

6.2.2. Knowledge about the aims, objectives of English

Among all teachers, 17% consent they know the aims, objectives of primary level whether 83% teacher do not
know the aims, objectives of primary level.

Figure 7: Knowledge about the aims, objectives of English

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6.2.3. Training participation for professional skill development

Among the respondents, 57% participated in training for professional development whether 43% didn’t
take any professional development training

Figure 8: Training participation of professional skill development

6.2.4. Training to teach English

From all the teacher, 23%teacher have taken training to teach English whether it is horrified found that
77% teacher have not taken any training to teach English.

Figure 9: Training to teach English

6.2.5. Lesson plan preparation

Among the respondents, 33% consent that they teach after making lesson plan where 67% consent that
they don’t make lesson plan to teach.

Figure 10: Lesson Plan Preparation

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6.2.6. Using of language in English class

Among the respondents, 60% teacher consent that they give lesson in the class in Bangla language, 7%
consent that they take class by using English and 33% consent that they use both Bangla and English.

Figure 11: Using of language in English class

6.2.7. Use of teaching aid and instructional materials to teach English

In this study, 7% teacher use teaching aid always to teach English, 41%often use teaching aids where 52%
never use teaching aids to teach English.

Figure 12: Use of teaching aid and instructional materials to teach English

6.2.8. Method of teaching in English class

All teachers in this study use lecture method and sometimes they use participatory technique within
lecture method.

6.3. Classroom observation checklist

6.3.1. Class room management

From the observation of classroom, it was found that 2% teachers are excellent in terms of classroom
management, 10% teachers are good in terms of classroom management, 39% are in average performer, and 39%
are in below average conditions where 10% teachers are totally unable in terms of classroom management.

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 Figure 13: Class room management

6.3.2. Students’ motivation towards learning

From the observation of the classrooms, it was found that 33% teachers are in average condition in terms
of students’ motivation towards learning which is measured on the basis of using various ways of giving
motivation, 60% are in below average means they try little bit to motivate their students where 7% teachers don’t
have any intension to teach students perfectly and they don’t try to motivate students towards learning.

Figure 14: Students’ motivation towards learning

6.3.3. Learners’ participation in classroom activities

It was found that 7% learners are in good in terms of learner’s participation in the classroom activities, 7%
are in average and 86% are in below average which focus that students are inactive to the classroom as a result
they can’t learn properly.

Figure 15: Learners’ participation in classroom activities

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6.3.4. Teachers’ in-depth knowledge of subject matter

It was found that 7% teacher have good in depth knowledge of subject matter, 20% have average in
depth knowledge and 66% are in below average which focus that most of the teachers are not good at English
language as a result they can’t teach properly.

Figure 16: Teachers’ in-depth knowledge of subject matter

6.3.5. Classroom learning environment

By observing the classroom, it came out that 27% school have average classroom learning environment,
73% have below average classroom learning environment.

Figure 17: Class room learning environment

6.3.6. Time management

From the observation, it was found that 5% teachers are excellent in time management while 20% teacher
are good in time management, 35% are in average in time management, 25% teachers are below average in time
management and 15% teachers do not maintain any time schedule which effect students learning.

Figure 18: Time management

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6.3.7. Technique of evaluation

From the observation of sample classroom, it was found that 7% teachers followed excellent evaluation
technique and 21% teachers are good in using technique of evaluation,15% are in average, 27% are in below
average and 30% are totally unable to use technique of evaluation as a result they can’t evaluate students learning
.

Figure 19: Technique of evaluation

6.3.8. Ways of giving feedback

By observing the classrooms, it was found that only 2% teacher’s have excellent feedback ability while
16% have good feedback ability and 28% average skill to give appropriate feedback, 25% are in below average and
29% teacher’s have no skills or do not give feedback to the students learning.

Figure 20: Ways of giving feedback

6.4. Interview of teachers: 6.4.1. English Subject related training

Ten English teachers, whose class was not Most of the teacher consented that they did
observed, were selected for interviews. Interview not take any subject related training because they
was conducted to find the teachers view about the didn’t get any offer from PTI or from other training
challenges of English curriculum implementation at institutions to take training. But one of the
primary level. Teachers’ responses have been interviewee told that he had English subject based
analyzed in qualitative approach. training in PTI where another teacher had sub-
cluster training.

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6.4.2. Management of classroom from beginning to 6.4.5. Steps taken for students to become active in
end the classroom

Most of the teachers told that at first they Most of the teachers consent that they do
call the students’ roll and then they asked students not take any steps for the students to become active
to open their book. Later they asked about their in the class. If students make noises, they try to stop
homework and after that they usually started their that but they do not have any intention to make the
teaching using the textbooks. They tried to make students active in teaching learning processes. But
students understand their lessons. If any student two teachers admit that they make students active
raises any question, they tried to solve that problem by using group work technique and dialogue based
and at the end of the class, they give homework and pair work. Sometimes they expect questions from
leave the class. It was found from nine respondents the students and they also throw some questions to
out of ten where one of the respondents told that he the students. In such processes they try to make
tried to motivate students at first and then he active participation of students for effective English
started his lesson by telling some related stories. He language learning.
tried to explain the English lesson carefully and at
the end of the study he gave feedback. 6.4.6. Steps taken for the weak and special featured
students in teaching
6.4.3. Teaching aids
Most of the teacher consent that they try to
Most of the teacher consent that they use make understand the subject matter again and again
only blackboard, chalk and duster. One of the who are weak and special featured students and
teachers told that he sometimes use word card also. they give priority to them. One teacher added that
All of the teachers told that they do not get any he sometimes calls their parents and suggests them
support to use extra teaching material from the what is their duty to the weak and special featured
school, government and non-government donor students and sometimes he goes to special need
agencies. They also claim that they everyday take students’ home and gives inspiration to study a lot
eight classes on average and as a result they also do by telling about the probable bright future the
not get interest to use extra teaching aids. students might get if they study well.

6.4.4. Implementation of teaching-learning 6.4.7. Steps taken for achieving the learning
techniques mentioned in the curriculum objective

All of the teachers except one in this study All of the teachers admit that they do not
admit that they do not have any idea about the take any repeated steps if learning objectives have
English curriculum as a result they are not able to not been achieved because they do not have enough
apply the prescribed teaching-learning techniques of time to review the lesson. Actually, all of teachers
the curriculum in the class. While one teacher who admit that they do not have clear idea about the
took training from PTI, admit that sometimes he learning objectives and they do not have any skills to
tries to use mentioned teaching learning techniques measure the learning objectives achieved or not.
of the curriculum but most of time he can not follow
the techniques because of large number of students
and the worse learning environment.

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6.4.8. Problems for Implementing English research that English seems to be a terrifying subject
curriculum in school to rural students although most of the students try
All of the interviewees consent that there is to read English regularly. In Bangladesh, most of the
a lot of problems to implement English curriculum primary schools are located in rural areas. In spite of
such as high teacher-student ratio and small class having majority in number, the rural primary schools
size. Insufficient teaching aids is the common are deprived of modern facilities for learning. As a
problem for which they can’t follow effective result, it directly affects students’ English learning
teaching-learning approach and lack of subject based and it is the reason for students’ menace in English
training is the one of the main problems to in spite of practicing English regularly. Sadek (2002)
implement the English curriculum. Unavailability of explained that English seems obscure language to
teacher guide (TG) is another barrier in rural students because teachers do not use joyful
implementing the primary English curriculum. All learning strategy. For this menace, most of the rural
interviewees said that each teacher take seven or students are not able to make good result in English.
eight classes a day; as a result they cannot take good
preparation for taking classes. All of the teachers It is found that all school authorities do not
claim that they have no language lab facilities for put emphasize in English learning and to provide
which students were unable to practice listening schools with teaching-learning materials. They also
which is one of the key and authentic sources of do not negotiate with higher authority about
learning English language. They also admitted that prevailing problems of English language learning.
lack of proper physical facilities such as school Most of the teachers complain that they don’t get
building, classroom size, electricity supply; library support especially in teaching-learning materials and
and books availability, hygienic toilet etc. are also training from school authority which is responsible
liable for learning environment. Inadequate physical for weak teaching. Rahman (2003) expressed that
facilities affect adversely in English curriculum school authorities are always busy to get money for
implementation process in rural areas of themselves and they give concentration rarely to
Bangladesh. school welfare. It is one of the main challenges of
implementing English curriculum at rural primary
6.4.9. Suggestions to overcome English curriculum schools for which teachers can not use effective
implementation problems methodology in class room and that is liable to poor
proficiency in English language in rural areas.
All of the interviewees consent that to
overcome these problems government should take It is found that most of the teachers have
proper initiative such as recruit more teachers in no training about English teaching. In teaching,
primary school to decline teacher-student ratio, training participation for professional skill
provide more teaching aids and subject based development helps teacher to enrich their
training and assure the supply of teacher guide in knowledge about teaching methodology, using
time. They also suggest that various non- teaching materials, accurate evaluation system,
government organizations can also help to solve management etc. Salma (2001) said that English
those problems. teaching mostly depends on training but many
teachers do not have English language teaching
7. FINDINGS AND DISCUSSION training. Trained teacher are reluctant to use their
training because they are rarely supervised. Hasan
To be skilled in a language especially the (2004) stated that although primary teachers are
language which is not mother tongue is needed expected to teach English as a compulsory subject
regular practice (Sadek, 2002). It is found in this

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from class one, there is no ELT provision in PTIs this may affect students’ English language
(Primary Training Institute). It is found that most of proficiency.
the teachers of primary schools in rural areas don’t
take training to teach English and for that reason Lesson plan is the preparatory teaching-
they do not know how to teach students effectively. learning materials which facilitate teachers to
It is found that all teachers use only lecture method conduct classes effectively. To implement English
and they do not have any knowledge of modern curriculum, preparing lesson plan is very
language learning methods and techniques. It is a indispensable (Sadek, 2002). It was explored by
pressing matter to implement English curriculum at Hasan (2004) that very few teachers know how it
rural schools for which English turns out to be dull should be made and most of the teachers thought a
and difficult subject to the students. lesson plan is just the list of topics or subtopics that
they will teach in the classes. It is found in this
Teacher guide is an important instructional research that most of the teachers complain that
material. It helps teacher to follow proper teaching they take minimum eight classes on average per day
methods and conduct classroom activities perfectly as a result they can not get time to make lesson plan
as desired in the curriculum document. Sadek (2002) which is the challenge of conducting English
found in his research that large number of teachers language class. It is also a barrier of implementing
do not have teacher’s guide because the English language curriculum at rural primary schools
government do not provide them which was also because teachers may fail to conduct English
claimed by the teachers of this study. In this language class in full swing by considering class time,
research, it is found that most of the teachers do not lesson and students’ demand which may affect
know about teachers guide though some teachers students’ English learning negatively.
heard about the guide. As a result teachers can not
conduct English language class effectively which is A stimulating atmosphere for language
also a concerning matter in implementing English teaching can be created by displaying posters,
curriculum at rural primary schools. charts, maps, advertisements, timetables and signs
together with works produced by the students
Curriculum is the heart of education system themselves in the classroom. In fact teaching aids
which indicates the education aims, objectives and that can be used in language class are enormous and
learning outcomes (Hasan, 2004). It helps teacher to their use would be suitable and appropriate to the
conduct their teaching in classroom .To implement students needs (Hasan, 2004). But it was found that
English language curriculum at primary level, most of the teachers do not use necessary teaching
teachers’ knowledge about the aims, objectives of aids and instructional materials except chalk and
English curriculum is very essential (Rahman, 2003). duster. Teaching aids and instructional materials are
But this research found that most of the primary very important to motivate students towards
school teachers are not aware of the aims, learning and to capture the English content
objectives of English curriculum. When most of the knowledge easily. To liberate rural students from
teachers do not know the English curriculum aims fear of English language learning, use of teaching
and objectives, it is tough to achieve expected aids and instructional materials are indispensable
curriculum goal which is one of main hindrances for (Rahman, 2003). For the negligence of using teaching
implementing curriculum. Due to this lacking of aids and instructional materials by the teachers,
curriculum knowledge, teachers become unable to students do not get attraction to learn English which
conduct English language class in a proper way and is concerning matter for implementing English
curriculum at rural primary schools and it may be a

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reason for the weakness at English language to the of the primary teachers’ speaking skill is not good
rural students. (Rahman, 2003) and as a result they do not make
speaking practice in the class. Sadek (2002) stated
Continuous assessment throughout the that all primary teachers of rural school conduct
academic year is fundamental factor to any proper English language class by using Bangla. Rural primary
evaluation system. Essentially, this means that the teachers make writing and reading practice
students should only move on to any new item, sometimes but the ways of making writing and
when the previous one has been sufficiently reading practice is questionable because they do not
understood. Of course, every new item should be know the proper way of making practice these skills.
sufficiently recycled for better understanding and for Hasan (2004) explained that most of teachers
that the students get mastery over that (Hasan, (especially, those from rural areas) cannot write a
2004). Continuous assessment system and giving piece of text (a letter or paragraph) of their own.
feedback is essential to judge students achievement, They hardly listen to any English TV program. They
weakness and emancipation of weakness in any rarely use English to communicate with their
subject (Sadek, 2002). It is found in this research that students in English classes. They rarely read any
most of the teachers neglect continuous assessment English newspaper or any book written in English.
system and show lethargy to give feedback which is While teaching, these teachers strive more on how
also liable to leg behind in English language far they can ensure that their students can cut good
curriculum implementation because students can marks in their examinations.
not judge their proficiency level of English language
and can not able to find out their weak point in
English language. Lack of adequate English teachers in the
schools is also concerning matter for which teachers
The main goal of English language teaching of other subjects have to take the English classes but
at primary level is that the students will understand they don’t have in-depth knowledge and training in
simple instructions in English and carry them out. English. Sadek (2002) stated that in both categories
But unfortunately there is no practice of listening of government and non-government school, there
activities in the classroom (Sadek, 2002). It is found have no sufficient English language teachers in rural
that no schools have any listening lab which is an primary school which hamper students English
unexpected scenario for learning English. Lack of language learning. So, more English teacher
language lab or listening instrument might cause the recruitment is needed in primary schools which can
students’ not to have the proper opportunity to enhance the English language learning in this level
practice English listening because listening is especially in rural areas.
important skill of language learning. Without
listening practice of English language, perfect 8. CONCLUSION
pronunciation and speaking style can not be
followed (Sadek, 2002). It is the hindrance of English Since English is the foreign language to the
language curriculum implementation at rural people of Bangladesh, students of our country find it
primary schools because students can not a complex task in their education. Considering the
understand simple instructions in English and carry global needs, English was implemented as a
them out. compulsory subject since 1977 at primary level in
this context. It is a matter of great sorrow that
It is found in this research that most of the effective implementation of English curriculum is still
teachers rarely make speaking practice while they far away. Especially in rural areas of Bangladesh,
sometimes make reading and writing practice. Most English is yet the matter of fear for students. Urban

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students are comparatively adroit in English world. Therefore, it is expected that the authority
language because school teachers are skilled in will be concern to solve the existing problems.
English language teaching and they get support from
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