Published: 11:29 PM, 06 September 2026
English Language Curriculum in Schools Needs to Be Revised and Updated
Sanjana Bilkis Noor
English has become an indispensable part of education and professional life in Bangladesh. It is taught as a compulsory subject in schools, yet many students still struggle to use the language confidently in real-life situations. This indicates that the English language curriculum in schools needs to be revised and updated to meet the demands of the modern world.
For decades, many Bangladeshi students have studied English mainly to pass examinations. As a result, a student may obtain good marks in English but struggle to speak, listen to, or write the language confidently in everyday situations. Although the curriculum emphasizes the four basic skills—listening, speaking, reading and writing—classroom practice often gives greater importance to reading, writing and grammar.
This gap between curriculum objectives and classroom reality must be addressed. The revised curriculum should give greater priority to practical communication. Students should have regular opportunities to participate in conversations, discussions, presentations, debates, role-plays and group activities. English should be taught not merely as a collection of grammatical rules but as a means of communication, critical thinking and self-expression.
The curriculum should also reflect the realities of twenty-first-century Bangladesh. Digital literacy, online communication, technology, climate change, employment, entrepreneurship, global citizenship and intercultural understanding can be incorporated into English lessons. Such topics can make lessons more interesting and help students understand how English is used beyond the classroom.
Another important issue is teacher preparation. No curriculum can succeed without competent and adequately trained teachers. Teachers need regular professional development in modern language-teaching methods, pronunciation, classroom technology and assessment. They should also receive practical teaching materials and digital resources that can be used in both urban and rural schools. Assessment reform is equally important. If examinations continue to reward memorization and written answers above communication skills, teachers and students will naturally concentrate on those areas. Listening and speaking should therefore receive meaningful attention in assessment. Students should be evaluated on their ability to communicate effectively rather than simply memorize grammatical rules and textbook answers.
The curriculum must also consider inequality. Students in well-equipped urban schools often have access to private coaching, computers, the internet and English-speaking environments, while many rural and disadvantaged learners have fewer opportunities. A revised curriculum should therefore provide affordable, accessible and inclusive learning resources for all students.
Bangladesh is moving towards a technology-driven and globally connected economy. English proficiency can help young people pursue higher education, access knowledge, communicate internationally and compete in national and global job markets. Therefore, improving English education should be considered an important national priority.
Updating the English curriculum is not simply a matter of changing textbooks. It requires coordinated reform of teaching methods, teacher training, learning materials and assessment. A modern, practical and inclusive English curriculum can equip Bangladeshi students with the confidence and communication skills they need to succeed in the twenty-first century.
Sanjana Bilkis Noor studies
Business Administration in
Southeast University, Dhaka.
