http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/297 2026-04-07T07:14:36Z 2026-04-07T07:14:36Z Ruman, Md. Abdul Karim http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/4731 2025-11-05T05:56:53Z 2025-11-05T00:00:00Z

English Language Teaching at Quami Madrasa Under Befaqul Madarisil Arabia Bangladesh: Trends and Challenges Ruman, Md. Abdul Karim Perceiving the significance of the English language for international communication, higher education, and better career opportunities in national sectors, the Quami madrasa curriculum included English Language Teaching (ELT) to make their students adequately proficient in English. However, English, being an optional subject, practically does not enjoy as much importance as other religious subjects in Quami madrasas [Islamic educational institutes] of Bangladesh. Because they pay very little attention to this language teaching and learning. Since the government of Bangladesh recognised the highest degree of the said academy as equivalent to a Master’s degree in Arabic or Islamic Studies from a university, it is significant to explore the English language competence of BEFAQ [Befaqul Madarisil Arabia Bangladesh] graduates who subsequently might opt for similar careers pursued by mainstream graduates because the English language proficiency is an indispensable prerequisite to the current competitive job market of the country. Since BEFAQ, the largest Quami madrasa education board, administers the English test of Class V only, the researcher focused on an in-depth analysis of the trends and challenges related to English language teaching and learning at this level to get a complete understanding of the phenomenon. Using a mixed-methods approach, the present study explored and explained how the four macro-skills listening, speaking, reading, and writing, as well as the two micro-skills grammar and vocabulary of the English language, are taught in Quami madrasas under the BEFAQ board and what challenges the teachers and the students encounter in teaching-learning situations. The research included a convenience sampling of 152 students and 11 English teachers from 10 Quami madrasas under BEFAQ across the country. Analysing the questionnaires, interviews, and classroom observations and evaluating the relevant contents like the English syllabus and textbooks materials, it was found that only reading and writing skills are focused on the syllabus, textbooks, classrooms and tests; whereas listening and v speaking skills are either informally practised very little or avoided from all arenas. Students practise speaking English through mechanical strategy and some controlled activities - repetition drills, reading aloud from text, translating the inputs into their mother tongue (L1), etc., which cannot promote their communicative competence. The techniques of teaching and learning are centered on a rehearsal of short chunks of words, phrases, question/answer exercises, substituting exercises, gap filling, explaining the basic sentence patterns, memorisation of a whole paragraph, essay, and letter, translating from the target language into the mother language and vice versa. Besides, the test contents were found to be consistent with the topics covered in the lessons taught in the language classroom. As the central English examination revolves around testing the examinees' linguistic knowledge rather than communicative competence, neither the teachers nor the students feel urged to develop proficiency in these skills. ELT classroom observations revealed that the teachers were immensely preoccupied with the syllabus and textbooks for delivering the lessons. No use of additional teaching materials or modern aids was found in any of the Quami madrasas. Thus, the ELT classroom turned into a mere place for giving and taking lessons rather than involving students in any interactive language activities. Consequently, the learners cannot achieve communicative competence in the target language. Again, teachers generally assume that an abundant stock of words and a knowledge of grammar are required for anybody who wants to use a language. The study also revealed that the Grammar-Translation Method is implemented in English language teaching, especially in teaching grammar, vocabulary, reading, and writing skills. To be more specific, deductive demonstration of grammatical rules and examples, and memorisation of word meanings from bilingual word lists are the regular teaching-learning activities found in these institutions. Alongside this, the lack of trained teachers and sufficient resources for classroom instruction and support accelerated the inefficacy of ELT. In short, vi numerous issues require attention to the teaching and learning of English language skills under BEFAQ. Based on the findings, the thesis attempts to put forward some recommendations regarding the contributing factors like English syllabus, textbook contents, teacher’s expertise, teaching method and testing system to Quami madrasa board and policymakers, curriculum and textbook designers, madrasa teachers and students for facing the challenges and making the learners proficient in all fundamental skills of the English language that align with contemporary needs. To ensure significant improvements in English education, BEFAQ needs to update the madrasa curriculum and modify the English syllabus, textbooks, and testing system, implement modern and efficient instructional methodologies like CLTA or so in their EFL classroom, ensure teachers’ professional development, and provide them with appropriate language materials and adequate technological support. Indeed, support from the government, NGOs, and private donors is expected to materialise the objectives of the English language pedagogy in this neglected academia and prepare students for global challenges. Finally, some suggestions are provided for future research, like conducting the study in Quami girls’ madrasa, and so on. This thesis is submitted for the degree of Doctor of Philosophy.

2025-11-05T00:00:00Z বেগম, আয়েশা http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/4666 2025-06-01T08:44:53Z 2025-05-28T00:00:00Z

আদালতে বাংলা ভাষার প্রয়োগ: একটি শৈলীগত বিশ্লেষণ বেগম, আয়েশা ঢাকা বিশ্ববিদ্যালয়ে পিএইচডি ডিগ্রীর জন্য উপস্থাপিত অভিসন্দর্ভ।

2025-05-28T00:00:00Z Karim Faquire, A. B. M. Razaul Karim Faquire http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/3702 2025-02-18T08:44:24Z 2025-02-18T00:00:00Z

A study of the learner variety of modality in japanese from the perspective of grammaticalization Karim Faquire, A. B. M. Razaul Karim Faquire This thesis is submitted for the degree of Doctor of Philosophy.

2025-02-18T00:00:00Z Suchana, Afroza Aziz http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/3025 2024-02-18T07:27:30Z 2024-02-18T00:00:00Z

Representation of Gender in English Language Textbooks at the Primary Level of Education in Bangladesh Suchana, Afroza Aziz The importance of enhancing gender equality in education has been persistently emphasized by the global community for a considerable period. Hence, various countries across the globe have adopted policies to eradicate gender bias at every level of education. In this regard, textbook researchers have found that textbooks are one of the significant ways to help establish gender equality. Bangladeshi researchers are also concerned regarding the use of gender-equitable textbooks in classrooms. They explored the necessity of eliminating gender bias in the textbooks of Bangladesh. Besides, the National Education Policy 2010 of Bangladesh also emphasized the elimination of gender bias from educational materials. Gender hierarchy is socially and culturally constructed. A review of the existing literature shows that materials developers or textbook writers very often demonstrate gender-biased messages in the textbooks in the name of representing social reality. Consequently, teachers convey those biased messages to the learners, and thus, gender disparity spreads in society. However, research from around the world shows recommendations for reinforcing gender equality through textbooks, especially the textbooks of the primary level of education as young learners gain various pieces of knowledge and ideas through textbooks at an early age. Besides, textbooks play vital roles in developing ideologies and transmitting moral values and truth to the learners. The current study, therefore, investigates gender representation in the textbooks of the primary level of education in Bangladesh. Drawing on insights from the core concepts of critical theory, Foucault’s theory of power and the feminist linguistic approach, the current study has drawn a conceptual framework to investigate gender representation in textbooks. Using a mixed-method approach, it analyzed the English for Today (EfT) textbooks for Classes I, II, III, IV, and V. Using the content analysis method, the current study first analyzed the linguistic usage in textbooks. However, the analysis did not depend solely on the linguistic resources but rather included multi-modal resources, as the blending of languages and multi-modal resources was found crucial for the meaning-making process. Alongside, the study used interviews as a research tool to explore the perceptions of the stakeholders, specifically primary school teachers and textbook writers. Their perceptions are significant, as no substantial studies were found on the perceptions of primary school teachers regarding gender equality in textbooks. Moreover, the voices of the textbook writers are unexplored in Bangladesh. The findings of the study revealed that female characters, in comparison to male characters, were underrepresented through the use of language. For example, male characters outnumbered females in most of the cases in terms of nouns, pronouns, etc. Biased diction was also used for females. Discrimination was explored in various multi- modal resources, such as how men were more visible in the images. Besides, women were depicted in limited occupational roles, whereas men were depicted in challenging and diverse roles. In addition, men enjoyed leadership qualities and were highlighted in sports and outdoor activities, unlike women. In addition, the stereotypical social construction of gender and patriarchal oppression were explored through language and other resources. Most importantly, the stakeholders (teachers and textbook writers) acknowledged the unequal representation of gender in textbooks. They perceived the necessity of promoting gender equality through textbooks and recommended reviewing and updating the existing textbooks for better representation. Although the National Curriculum and Textbook Board (NCTB) claims to be mindful of gender representation in textbooks in theory, it seems that the authority did not prioritize promoting gender equality in the instructions provided to the writers. The less prioritization of gender issues may be the reflection of the patriarchal mindsets of the authority and the greater society. The results of the study, thus, exposed the unfair manifestations of gender and patriarchal oppression through languages and multi-modal resources. The stakeholders also acknowledged the adverse effects of biased textbooks on learners. The study also analyzed the social construction of gender in the context of Bangladesh and explored the idea that any improvement in women’s conditions in contemporary society was not properly manifested in the textbooks. Women in Bangladesh are making significant contributions towards reducing poverty in the country and educated middle-class women are privileged in the society, but the textbooks neither represent these privileged women nor highlight their financial contributions. The findings of the study will raise awareness about gender equality amongst textbook writers and help them produce more gender-equitable textbooks. Besides, the findings of the study will enable teachers to convey gender-neutral messages in the classrooms. Finally, this study will contribute towards eliminating disparity and enhancing gender equality through the textbooks of the primary level of education in Bangladesh. A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy (PhD).

2024-02-18T00:00:00Z