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All Journal Celebes Journal of Language Studies
Faheem Hasan Shahed
Brac University
Languange, Linguistic, Communication & Media Social Sciences Other

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Bilingualism in Bangladeshi education: : The underlying problems and confusions Faheem Hasan Shahed; Mohammad Mosiur Rahman
Celebes Journal of Language Studies Vol. 2 No. 1 June 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v2i1.83

Abstract

While English overwhelms a section of the Bangladeshi society by virtue of its ‘power and prestige’ factors, it has consolidated its position in the academic domains preserving its ‘fear and resentment’ aspects. Academic authorities demand producing considerable ‘English-knowing’ graduates every year, but a generic apprehension persists that these graduates can hardly meet the challenges of the white-collar local job markets. This apprehension proves that the stature of English is trapped inside an obscure policymaking. If we underscore the concern, also articulated by Pennycook (2002) for constant reciprocity between globalization and localization to avoid the hegemonic influence of English, we might be interested in critically reassessing the issue of bilingualism in our context based on this simple query: should bilingualism be imposed on all Bangladeshis? At the same time, given the falling standard of Bangla proficiency, the imperialism of English—as defined by Phillipson (1992)—also demands attention. Incorporating critical lenses of language planning and bilingualism and bilingual education, based on the content analysis of secondary sources such as published literature and expert opinions, we attempted to highlight the association of power and prestige with English leading to its imposition on Bangladeshi education system.
Analyzing the Efficiency of E-Assessment of EAP Courses amid COVID-19 in Bangladesh Nazia Masood; Faheem Hasan Shahed
Celebes Journal of Language Studies Vol. 2 No. 1 June 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v2i1.84

Abstract

In industrialized countries, conducting online classes has been a common phenomenon. However, it became quite challenging to arrange virtual classes for a developing country like Bangladesh during the COVID-19pandemic. Teachers at all levels had to cope with the situation to make a drastic shift from offline to online classes in a short period of time. Although teachers could successfully take virtual classes, concerns about the efficacy of e-assessment remained since assessments must depict the actual scenario of students' learning. This mixed-method study tried to figure out the efficiency of e-assessment of EAP (English for Academic Purposes) courses. To facilitate, 30 students and 4 teachers of privately-run universities in Dhaka virtually took part in this research. The findings reveal that the students could find validity and reliability in the e-assessment, but technical glitches made the e-assessments impractical. On the contrary, teacher participants could only ensure the presence of validity. At the same time, they could apply the concept of zone of proximal development by Vygotsky and comprehensible input hypothesis by Krashen.
Co-Authors Mohammad Mosiur Rahman Nazia Masood