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All Journal Language, Technology, and Social Media SAKAGURU: Journal of Pedagogy and Creative Teacher
Md. Shahjahan Kabir
Khulna University
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Emily Brontë’s Wuthering Heights in EFL Classroom: Writing Skills Focus Rukaiya Akter Mukta; Md. Shahjahan Kabir; Farhana Yeasmin
Language, Technology, and Social Media Vol. 3 No. 1 (2025): June 2025 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v3i1.70

Abstract

Integrating literature into language learning can prove to be a highly effective tool in an English as a Foreign Language (EFL) classroom. This is because a literary text encompasses various features related to language and linguistics. The exploration and utilization of these features in a language classroom can significantly advance students’ language skills, as literature leaves a lasting impact on their minds. Literature serves the dual purpose of entertaining and educating learners. Emily Brontë’s Wuthering Heights is an excellent source of different sentence patterns, rhetorical devices, idiomatic expressions, anaphoric and cataphoric references, ellipses, etc. Delving into the teaching and learning of these aspects can effectively enhance students’ writing skills. Traditionally, literary texts are taught with a focus on thematic and philosophical aspects, often neglecting linguistic elements. This study addresses and deconstructs these overlooked linguistic aspects, examining the practicality of incorporating novels into the EFL classroom. The study specifically aims at unveiling the role of Emily Brontë’s novel, Wuthering Heights, in English language learning, with a focus on how the novel can be employed as a valuable tool to advance students’ writing skills. The findings of this article may pave the way for a reconsideration of EFL syllabi, advocating the inclusion of literary texts as potential resources for developing students’ writing proficiency.
Challenges for Coastal Children: Investigating the Causes of School Dropout in the Southern Coastal Area of Bangladesh Md. Saddam Hossain; Farhana Yeasmin; Md. Shahjahan Kabir; Abdul Elah Al-Mahde
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 2 No 1 (2025): May 2025 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v2i1.184

Abstract

Coastal areas in Bangladesh are highly vulnerable to environmental and socioeconomic issues, leading to significant setbacks in children’s education. In a disaster-prone area like Satkhira, Shyamnagar Upazila, the root causes for high rates of student dropouts in schools are interlinked with the natural calamities of the land. This study aims at identifying the multifaceted challenges tending to school dropouts in the disaster-prone coastal area of Shyamnagar Upazila, Bangladesh. To achieve the aim, this study employs an exploratory qualitative design and purposive sampling, including structured interviews for 34 participants: 10 dropout children (aged between 10–16), 12 parents of dropout children, and 12 teachers from primary and secondary schools. Findings highlight that there are factors, such as natural calamities and scarcity of water, that directly hinder the education process and increase dropout rates. Economic constraints force children to leave schools so that they can work and earn money, alongside sociocultural factors such as child marriage and other gender norms. The study found that people who dropped out of school feel remorse and want to go back to school but get little or no assistance from the stakeholders. Inadequate infrastructure, sociocultural barriers, and psycho-social issues are also contributors to school dropouts.
Co-Authors Abdul Elah Al-Mahde Farhana Yeasmin Md. Saddam Hossain Rukaiya Akter Mukta