English Language Teaching at Quami Madrasa Under Befaqul Madarisil Arabia Bangladesh: Trends and Challenges

Abstract

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.