Published: 11:22 PM, 03 August 2026
Biggest Portion of English Syllabus Across Schools Offers No Practical Lessons to Students
Orpita Nowrin Mou
English has become an indispensable language in the twenty-first century. It serves as the principal medium of international communication, higher education, scientific research, global trade, diplomacy and information technology. For a developing country like Bangladesh, where millions of young people aspire to pursue higher education abroad, secure competitive employment, or participate in the global economy, proficiency in English is no longer a luxury but a necessity. Yet a critical question continues to concern educators, employers, parents, and students alike: Does the English syllabus taught in Bangladeshi schools truly prepare learners for practical communication?
Many educationists argue that the answer is largely negative. Although English is taught from the primary level through higher secondary education, a significant portion of the syllabus still focuses on examination-oriented learning rather than developing practical language skills. Students often spend years memorizing grammatical rules, reading prescribed texts, and practicing model questions, but many struggle to communicate confidently in everyday academic, professional, or social settings.
One of the major shortcomings of the English curriculum in Bangladesh is its heavy dependence on rote learning. In many schools, classroom teaching revolves around completing textbook lessons, explaining difficult vocabulary, translating passages, and preparing students for public examinations. Success is frequently measured by the ability to reproduce memorized answers rather than by the ability to speak, write, listen, and interact effectively in English.
This examination-driven approach has created a noticeable gap between academic achievement and practical competence. It is not uncommon to find students who score excellent grades in English in the Secondary School Certificate (SSC) or Higher Secondary Certificate (HSC) examinations but hesitate to introduce themselves, participate in interviews, deliver presentations, or engage in simple conversations in English. Such a mismatch raises important questions about the effectiveness of the current curriculum.
Bangladesh's expanding economy increasingly demands graduates who possess strong communication skills. The country's ready-made garments industry, banking sector, information technology firms, multinational companies, tourism, aviation, healthcare, and development organizations all require employees capable of communicating confidently in English. Moreover, thousands of Bangladeshi students seek admission to foreign universities every year, where English proficiency is essential for academic success. Unfortunately, many learners discover that the language skills acquired in school are insufficient to meet these real-world expectations.
Another concern is the limited emphasis on spoken English in most classrooms. In many educational institutions, students rarely receive opportunities to practice speaking. Large class sizes, limited classroom time, and a traditional teacher-centered approach often discourage interactive learning. Students fear making mistakes, while teachers remain under pressure to complete the syllabus before examinations. As a result, listening and speaking—the two skills most frequently used in daily communication—receive far less attention than reading and writing.
Writing instruction also requires significant improvement. Although students learn paragraph writing, essays, applications, and formal letters, they often receive little exposure to practical forms of communication required in higher education and the workplace. Skills such as writing professional emails, preparing reports, drafting résumés, composing cover letters, taking meeting notes, and creating presentations are becoming increasingly important in today's digital economy. Yet these areas receive relatively little emphasis in many school curricula.
The selection of reading materials also deserves careful consideration. Literary texts undoubtedly enrich students' vocabulary, imagination, and cultural awareness. Reading stories, poems, and essays helps learners appreciate language and develop critical thinking. However, when literary analysis dominates the syllabus without adequate connection to practical communication, students may fail to understand how English functions in everyday life. A balanced curriculum should combine literary appreciation with real-life communication tasks that prepare learners for academic and professional environments.
Technology has transformed the way people communicate across the world. English today is widely used in emails, online meetings, social media, digital marketing, international conferences, and virtual classrooms. Bangladeshi students should therefore be familiar with digital communication skills alongside traditional language instruction. Learning how to communicate professionally through online platforms, evaluate digital information, and collaborate with people from different countries has become essential in an increasingly interconnected world.
Teachers remain the most important factor in improving English education. Many teachers work with dedication despite facing challenges such as overcrowded classrooms, limited teaching resources, and heavy workloads. Continuous professional development, training in communicative language teaching, access to modern instructional technologies, and improved classroom facilities can significantly enhance the quality of English instruction. When teachers adopt interactive methods such as group discussions, debates, role-playing, storytelling, presentations, and project-based learning, students become more confident and motivated to use English actively.
Assessment practices also need meaningful reform. Public examinations continue to emphasize written responses, grammatical accuracy, and textbook knowledge. Greater emphasis should be placed on evaluating listening, speaking, critical thinking, creativity, and practical writing skills. Oral examinations, presentations, portfolios, collaborative projects, and classroom participation can provide a more comprehensive assessment of students' actual language proficiency while encouraging consistent learning throughout the academic year.
Bangladesh has already taken positive steps through curriculum reforms that seek to promote competency-based education. However, effective implementation remains the greatest challenge. Educational reforms can achieve their objectives only when supported by adequate teacher training, improved learning materials, modern classroom infrastructure, and assessment systems aligned with practical language use. Strong coordination among policymakers, curriculum developers, educational institutions, and teachers is essential to ensure lasting improvements.
Parents also have an important role to play. Encouraging children to read English newspapers, storybooks, and magazines, watch educational programs, participate in debate clubs, and communicate in English at appropriate opportunities can strengthen classroom learning. Exposure to authentic language beyond textbooks helps students build confidence and develop practical communication skills.
Ultimately, the purpose of English education in Bangladesh should extend beyond examination success. The language should empower students to pursue higher education, compete in the international job market, access global knowledge, and communicate effectively with people from diverse cultural backgrounds. While literature and grammar remain valuable components of language learning, they should be integrated with practical communication, critical thinking, creativity, and digital literacy.
Bangladesh stands at an important stage of economic and educational development. To realize the aspirations of becoming a knowledge-based and globally competitive nation, its education system must equip learners with skills that match contemporary realities. A modern English syllabus that balances literary excellence with practical application will better prepare students not only to achieve academic success but also to thrive in an increasingly interconnected world. Reforming the English curriculum is therefore not merely an educational priority—it is an investment in Bangladesh's future human capital and sustainable national development.
Orpita Nowrin Mou teaches
English language and literature
at Gateway International
School, Dhaka.
