Teach English in Samai Sumu - Xilinguole Meng — Xilin Gol

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Bangladesh is a country where there is a certain aversion to adopting English as a part of our everyday lives. The medium of instruction is Bengali, and the English syllabus at the national level is weak in comparison to 'Ordinary' and 'Advanced' Level syllabi of English Language. The emphasis is on memorizing and reproducing grammar rules, which have become much less necessary at the present, and as the trend dictates, it is likely to continue. Students are not very well versed in spoken English. Newspapers are usually read in the native language, and the demand for English movies and TV series is not at a desirable level. In most households, parents of children are less educated than their offspring, and their functional English knowledge is not at all commendable. These pupils are not able to get the necessary practise required to better their spoken skills and pronunciation. The job market, except for the multinational corporations, does not overwhelmingly stress English spoken and written skills. Even in MNCs like Lever Brothers and other similar companies, colleagues tend to converse in the native language unless absolutely required to do so otherwise. Company reports are written in English in multinationals, and some do possess better writing abilities in comparison to their speaking skills. The school syllabus should be updated and modified to incorporate more modern and functional English. If changes do not occur at the foundation levels, students find it much more difficult to master necessary skills at the university level. I taught Business Communication at International University of Business, Agriculture and Technology(IUBAT)from 2013-2016. I found most of the students to be extremely weak in English, and felt it necessary that many of them take basic English courses, before progressing to Business Communication. I had an extremely difficult time imparting Business Communication knowledge to most of the students. The classes passed in a tedious manners, and the grades for the course at the end of the semester, were very dismal. I studied 'Ordinary' and 'Advanced' Level under the University of London, had a much wider exposure to the English language than most of my peers. I had to read original Shakespeare plays as early as in grade 7, which helped me better my vocabulary and grasp of the language at a very desirable rate. Both my parents are fluent in spoken and written English, which made my home very conducive for practising English skills, particularly speaking. I feel one of the reasons Bangladesh is lagging behind at present, is because of the lack of sufficient English skills in the education and work arenas. Video excercises are hardly conducted by English faculties of most of the schools. As a result, the inclination to watch English films and documentaries is much less than it should be. Consequently, the level of English knowledge is either remaining stagnant, or increasing at a very low rate, in the context of a vast majority of pupils. It is not a very fortunate situation for them, nor the country in general. I strongly feel that the concerned government ministries and school boards should take necessary steps to remedy the situation as soon as possible.