Scope of Developing Writing Skill in the Textbook and its Practices in the Classroom at Primary Level in Bangladesh

Abstract

Language is the medium of communication. In the reality of 21st century, peoples‟ need to acquire communication skills in a language that will enable them to present themselves in the global stage and strengthen their position as global citizens. English is just such an international language that gives a citizen irrespective of the country he/she belongs, the communication skills in this age of globalization. Like every language, English language has four particular skills and writing skills is one of the most complex and productive skills among all four skills of English language. Therefore, the key concern of this study is to explore the scopes incorporated in the primary level EfT textbook of writing skills and the classroom practices of writing skills at the primary level education of Bangladesh. The study was conducted in mixed method research approach and the design was Parallel/Concurrent research design. Both qualitative and quantitative data have been collected for the study. The data was collected from both primary and secondary sources. The primary sources of data were the classrooms, teachers, and students, and the curriculum, textbook and TE were analyzed for secondary data of the study. During selection of the data sources of both primary and secondary data, random and purposive sampling techniques were followed and for assessment test of writing, the learners were selected using stratified and random sampling techniques. Primary data have been collected using classroom observation checklist, semistructured interview questionnaire, FGD agenda, assessment test questionnaire and the secondary

data was collected using the document analysis

checklist. The collected data has been analyzed following the concurrent research design method. This study found both strength and weakness among the documents like EfT textbook, curriculum, and teachers‟ edition and the classroom practices of writing skills. The EfT textbook prescribed for the primary level learners are according to the guideline of the primary level English curriculum and the textbook are well articulated with controlled, guided and free type of writing exercises to develop learners writing skills. But, most of the exercises are related to control writing and the LOs aren‟t prescribed in the textbook along with the lessons. The scope of free writing is very poor and only pair-work and group-work strategies are only mentioned in the textbook and other relevant strategies are missing. Even, the strategies of teaching-learning of writing skills aren‟t even mentioned separately in the curriculum and in the Teachers‟ Edition and they are mentioned just as planned activities. Teachers and students both found the textbook good for writing skills development and they think the exercises are easy and interesting to practice. Along with their positive views regarding classroom practices like support to the learners during writing, giving positive feedback and confidence to write in English avoiding fears of mistakes, challenges have also been explored from the classroom practices of writing skills where the difficulties occurred from the teachers, classroom environment, nature of the learners and from exterior environment of the classroom, particularly the family environment of the learners. In the classroom, the large class size, limited class time, teachers lack of training on writing skills, shortage of materials, use of traditional strategies, lack of neutral behavior in evaluation, weak monitoring practices and feedback, are the major barriers identified in classroom practices of writing skills. Learners in GPS in rural and urban schools face difficulties to have proper support at home to practice their writing skills. Although, parents expect quality education for their children, parents illiteracy in English, poor financial condition and busy schedule of their daily activities are the reasons why they cannot pay due attention to their children‟s education at home. Although, some of the learners get support from their nearby seniors and some of them from the house tutors, a large number of learners have to face tough challenges from their unfavorable family environment. Peer support is also in poor condition despite the fact the teachers are very confident about the use of peer activities to develop the writing skills of the learners. Based on the findings, the study came up with some recommendations in all aspects of textbook development, classroom practice of writing skills where the incorporation LOs in the textbook, strategies and approaches in the curriculum and teachers‟ edition. The recommendations have been made to ensure participation of the teachers during the development of the teaching aids and materials to ensure its feasibility and applicability, offer training to the teachers regarding teaching writing skills and about the use of the curriculum and teachers‟ edition. The classroom size should be maintained strictly and the physical environment of the classroom should be healthy with quality interaction among the all the learners and teacher of the class. Besides, it has been recommended to strengthen family support as parents‟ consciousness about the care of their children‟s education at home also crucial for the development of writing skills.