Abstract:
This thesis is based on the findings evolved from a study conducted on Primary English Curriculum Implementation Challenges of General (Bangali) and Indigenous Students and teachers in Bangladesh to sort out an appropriate methodology for the challenges of implementation of English curriculum to these students and teachers. This study fully conducted on the Primary schools in Rangamati hill districts. All of the students and teachers were grade 3, 4 and 5 of General and different Indigenous community. Guardians of different grades students were also sample of this study. The school selected on purposely and students selected in simple random sampling. Teacher were same classes where students taken. Guardians were also taken as purposive. Data were collected through document analysis, classroom observation, teacher interview schedule, focus group discussion with students and an interview schedule for the guardians whose children were studying of those grades. Only Government primary schools were taken. The mixed approach based study data were analyzed theme and subtheme based and some statistically. Some result was come out which are very much significant to show the challenges of primary English curriculum implementation challenges on General and Indigenous schools in Bangladesh. Both General and Indigenous teacher were not found enough trained in English and curriculum. Teachers had a good amount of work load. 29.99% General and Indigenous teacher agreed that their lesson objectives were not clear to the students. General teachers faced mortified situation in the Indigenous language problems in the English class. 73.33% Indigenous students agreed that English teacher’s language was difficult to understand to them. 26.67% General students could not understand the English vocabularies which have used by the teachers. 73.33% Indigenous students could not understand the English vocabularies which have used by teachers. The prescribed methods of curriculum were not practice properly in the lesson. Most of curriculum objectives, competency and class wise competency were not achieved properly. Most of the teachers faced challenges to operate the audio-visual materials in the class. English language skills practices were found very poor. Assessment and feedback practice were not satisfactory. A lot dissimilarities issues were found into textbook from General and Indigenous studentsteachers perspective. Finally, some recommendation and further research suggestions were made on the basis of the findings.
