Published: 12:50 AM, 11 July 2026
Teaching and Learning English in the Age of Globalization
Tamanna Akter
Can you imagine visiting a library just to search for the meaning of a single word? Or spending an entire afternoon seeking through encyclopedias and reference books to find the answer to a simple question? Prior to the digital era, learning English relied on textbooks, dictionaries, libraries, and classroom instruction. Currently, however, that scenario has nearly disappeared by the blessings of globalization. Teaching and learning English is no longer limited to the four walls of classrooms or examination halls; it has become the language of international communication, higher education, scientific research, digital technology, and global employment. For a developing country like Bangladesh, proficiency in English is no longer merely an academic achievement; rather, it serves as a gateway to new opportunities.
The easy accessibility of the internet, smartphones, and digital platforms has significantly changed how English is learned and taught. Generation Z and Generation Alpha are coming of age in an atmosphere where English surrounds them almost constantly. They stay connected through social media, explore daily updates on YouTube, play online games developed in English, watch international films and anime, listen to English songs, and use language-learning applications such as dictionaries , Duolingo, ELSA Speak etc. Long before entering tertiary education, nowadays, many learners already experience fluency in English in ways that Generation X, Baby Boomers and the Silent Generation could hardly imagine.
This transformation has changed the role of the English teachers. Earlier, teachers were often considered the primary source of knowledge. But today, learners are able to gather information within seconds through digital devices and artificial intelligence. However, though learners have easy access to information, still they lack meaningful understanding. They require guidance to analyze data critically, utilize the information effectively, and operate language according to the necessity. Hence, the teacher’s role has accordingly shifted from delivering wisdom to facilitating learning.
As an English teacher, I have noticed that many students come into the classroom with a remarkable vocabulary experience that is used frequently in digital media. They are often familiar with contemporary foreign expressions, comprehend spoken English from films and online content, and can confidently use many English language operating tools. Yet, most of them struggle with grammatical accuracy, coherent writing, and formal communication. This indicates that our education system should focus less on memorizing vocabulary and more on assisting students in using language appropriately in distinct contexts.
Approaches and methods are fundamental to effective English language teaching. Teachers and curriculum designers should select and implement approaches and methods that are appropriate to learners’ developmental stages. In my view, Total Physical Response (TPR), the Natural Approach, and play-based learning are particularly suitable for primary-level learners. Children at this stage learn most effectively through movement, interaction, and hands-on experiences. The use of realia, visual aids, games, songs, stories, and other interactive materials makes the learning process enjoyable and meaningful while promoting spontaneous communication. Researchers also suggest that language learning at the primary level should be driven by fun, curiosity, and exploration rather than fear or pressure, as this creates a positive learning environment that fosters both language development and learner confidence.
In Bangladesh, the secondary school level is one of the most significant stages of students’ cognitive and linguistic development. Learners begin to develop critical thinking skills through language learning at this stage. Therefore, teaching methods should enable students to acquire both grammatical competence and communicative fluency. In my view, the blending of Communicative Language Teaching (CLT) and the Grammar-Translation Method (GTM) is particularly appropriate for secondary-level learners. While CLT promotes meaningful interaction and the practical use of English, GTM helps learners develop a solid understanding of grammar, vocabulary, and reading comprehension. This blended approach enables students to communicate more effectively while also preparing them for academic success and formal communication in higher education and professional settings.
The tertiary level represents the highest stage of formal education in Bangladesh. Therefore, English departments should prepare students to meet the demands of higher education and the global workplace. Greater emphasis should be placed on academic writing, research skills, presentation techniques, public speaking, and critical thinking. At this level, many students possess valuable intellectual ideas but hesitate to express them due to a fear of public speaking and a lack of confidence. Consequently, higher education institutions should create a supportive learning environment where students regularly participate in debates and presentations, share their insights, ask questions, and confidently defend their ideas and opinions in English. Such an environment not only enhances learners’ communicative competence but also prepares them to become effective professionals and global citizens.
In this era of globalization, classroom culture has become another crucial aspect of English language learning. For today’s digitally connected learners, the traditional teacher-centered, lecture-based approach is no longer sufficient to meet their learning needs. Therefore, teachers should create opportunities for students to actively participate through interaction, collaboration, and discussion. Rather than remaining passive recipients of information, learners should be encouraged to engage actively in constructing knowledge, and expressing their ideas.
Alongside teaching methods assessment practices also should be evolved. In the twenty-first century, the traditional examinations that inspire solely memorization cannot fully measure language proficiency . Alongside written tests, greater importance should be given to presentations, debates, project-based learning, research assignments, portfolios, and creative writing. Creative writing should be given more focus. It allows students to organize ideas, expand vocabulary naturally, develop imagination, and express personal perspectives with confidence. Such forms of assessment enable learners to demonstrate originality, critical thinking, and effective communication skills.
The future of English education also depends on teachers’ willingness to embrace continuous professional development. Artificial intelligence and digital media management should be highly incorporated within teachers training, or workshops. Modern educators must combine sound pedagogical knowledge with digital literacy, cultural awareness, and technological competence. Policymakers and educational institutions should also work to inspire talented young minds to the teaching profession, so that future generations can be guided by skilled, motivated, and innovative educators.
Globalization has undoubtedly transformed the landscape of English language teaching and learning. Yet its greatest lesson is that education has always been about more than acquiring information. If English classrooms become places where knowledge is explored, ideas are challenged, creativity is encouraged, and communication is celebrated, learners in Bangladesh will be better prepared not only to succeed in examinations but also to thrive in an increasingly interconnected world.
Tamanna Akter teaches English
at Shamsul Haque Khan School & College, Dhaka. She can be reached
