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Needs for Learning Global Language: Perspective Bangladesh

Md. Zillur Rahman
Associate Professor
Department of Language and Communication, Patuakhali Science and Technology University, Patuakhali.

Abstract/ Executive Summary:

This paper attempts to approximate a definition of globalization based on literature of this phenomenon highlighting its major facets. In terms of such discussion of the spread of English and motives of this kind, this study has outlined some of the impacts the global language focuses on different societies/cultures and the kind of reactions this language has generated on different societies. The spread of English as the global language, it is contended, cannot be fully understood without the realization of the hegemonic and imperialistic nature of English. It is also pointed out that English is unilateral in vision and it forms a real threat to others of the type. Despite the hegemonic and imperialistic nature of English, it is still badly needed in Bangladesh because of mandatory need for communication with developed countries as regard to education, acquisition of technology, development at large and so on. Teaching English as a global language necessitates changes in older approaches for teaching the language. It also necessitates solidifying the teaching of native language, empowering the learner to have more self confidence through learning English, teaching the language as foreign not a second language, and making changes in the curriculum to respond to the needs of the learner and the society. However, shifts of emphasis have to be made in teaching language skills, especially in reading and writing.

Keywords: Learning, Global language, Bangladesh

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Program Area: Knowledge Management

Non-commodity: Performance

Objectives:

This paper attempts to approximate a definition of globalization based on literature of this phenomenon highlighting its major facets.

Methodology:

Mother tongue or first language is perhaps the most favorite thing for any person. The question of language use has resulted into many conflicts and discontentment. The prime example of such discontentment is the Language Movement of 1952 in Bangladesh. On the other hand, we can not live in isolation. We have to be in contact with the speakers of other languages. Bangladesh is considered to be a monolingual country in which more than 98% of the population is speakers of Bangla language. However, there are more than ten languages including tribal languages in such a small country like Bangladesh. Monipuri, Urdu, Chakma, Santali, Garo, Rakhain, Tipra- are just some of the other languages spoken in Bangladesh though they are yet to be recognized as languages.Actually there are three kinds of education systems in our country- Bangla medium, English medium, and Madrasa system. Bangla medium schools can be divided into two sections- government schools, and kindergarten schools. In the kindergarten schools more emphasis is given on English language than government schools. Some of the leading schools of Dhaka are Vikarounnesa, Holycross, Willes Little Flower, and so on. Although these schools belong to Bangla medium, the students have to study 3-4 English books like: Radiant Way, Active English, Desk Work, Fundamental English, Brighter Grammar, English Runner, A new English Course by Rhodry Jones, and so on. On the other hand, in the government schools there is mainly one English book (English for Today) which is published by Text Book Board.

Source of Information: J. Patuakhali Sci. and Tech. Univ. 2010, 2(1):35-43

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Achievement/Findings:

The language of this process is, no doubt, English and without any form of competition by other languages at present. Bangladeshi culture in particular for political reasons related to East-West relations is more threatened than other cultures and identities. The hegemonic and imperialistic nature of English is sometimes masked by native and foreign scholars alike for obvious reasons chief among which is the political reason or the lack of political awareness on the part of the scholars writing about globalization and the teaching of English. Bangladesh needs English to communicate with outside world and for development in every sector. Teaching this language for satisfying such purposes and in such circumstances necessitates some changes in approach, perception, methodology and curriculum at large. These changes stress the consolidation of the teaching of mother language, stressing localizing the content and making it relevant to the learner, keeping the status of English in Bangladesh as a foreign language and making the best of what other countries proposed in their foreign language teaching policies.From the above discussion it is clear that in our prevalent education system English has been given much more importance. It is the Second language as all the students have to study it as a compulsory subject for twelve years. Final word in regard of importance of English in educational sector is that we cannot go for higher studies or grasping update knowledge as everything is available in English only.

Knowledge Management: Journal