English occupies a very important position in Bangladesh not only because of its status as an international language but also for its value in higher education and the appreciable usage it receives today in job employment. Despite such importance, many students during their childhood and teens suffer with the use of English due to a Bangla medium background. This is not only a local problem; rather, it has been deeply rooted in the system of education, outlook, and way of teaching.
Understanding why Bangla-medium students are afraid of English, what they go through, and how they can overcome these challenges would provide the necessary framework for effective educational strategies. The cause of the fear of English among the students of Bangla medium is often psychological due to lack of confidence and exposure. Bengali is the main instructional medium in the Bangla medium schools; English is dealt with just like any other subject and not as a functional language. As a result, the students do not get an immersive English environment. The practical uses of the language are hardly experienced by them either inside the classroom or outside. Generally, English is viewed as a subject to be memorized for exams rather than a skill to be developed. When students are required to conduct difficult English in higher echelons of learning, this begets a kind of fear that heightens.
Moreover, the approach to teaching English in most Bangla medium schools perpetuates this sort of fear: mere rote memorization, grammatical rules, and lists of vocabulary without focusing on the communicative use of language. Often, students memorize answers to anticipated questions without really grasping the nuances of the language. This approach does little to build up a feeling of linguistic competence and usually results in anxiety, especially in respect to spoken English, for which students are afraid of making mistakes. Also, the social perception about English fills them with fear. In society, it is regarded as a language of prestige and power, and one's proficiency in English bears a relation to one's intelligence and success. The students from the Bangla medium background might feel inferior or inadequate if they are not fluent in English, thereby stoking their anxiety.
One of the biggest challenges for the Bangla medium students is definitely the absence of conceptually acquired skills in English. Whereas they may start English from the early years, the elements of exposure to it are usually confined to textbooks, emphasizing grammar and vocabulary without practical use of language.
Consequently, students would know the rules of the language but would not be able to apply them in speaking, writing, or even understanding the language properly in real-life situations. Another area of difficulty faced by Bangla medium students is pronunciation. The phonetic systems of English and Bengali are not quite similar, and the sounds existing in English may just not precisely have equivalents in Bengali. This results in difficulty in pronunciation, a thing that can result in low confidence among students when speaking English. Because many students are afraid of mispronouncing a word or sounding "wrong," they will refrain from speaking in English, even when they know the correct grammar and vocabulary.
Added to that, the inflexible examination system of Bangla medium schools is another contributing factor. In English exams, one finds a preponderance of questions that require mere memorization and reproduction of previously prescribed answers. There is little scope for creative thinking, problem-solving, or usage of the language in real life. Students are not motivated or encouraged either to express themselves in English or to develop critical thinking skills in the language. Their practical usability of the language, therefore, remains very poor even if exam results show them to be fairly good.
Gaps are quite visible in English education for Bangla medium students. While grammar and vocabulary are musts, basically language is used for communication, and not much emphasis is given to establish or develop the communication skill of a student. Barely, the Bangla medium students are brought into a position where they are made to engage in realistic conversations in English through speaking, listening, or writing. This leads to theoretical knowledge about the language sans the practical application that is needed in making use of the language.
The second critical gap lies in the fact that English exposure outside the classroom is lacking. In the majority of Bangla medium schools, the subject English is taught more or less as an isolated discipline, not much integrated into the study of other subjects. Students are not given the opportunity to use the language in various contexts: reading literature in English, watching films in English, or participating in discussions in English. Lack of immersion hinders their ability to develop fluency and confidence in the language.
Moreover, there is a lack of suitable English teachers in schools following the Bangla medium. Many teachers themselves may not be proficient in proper English; specifically in speaking and listening. In this, it becomes a vicious circle where the students are not exposed to proper pronunciation, intonation, or sentence structures, which hinders good language acquisition.
Such challenges call for changing the way English teaching and learning should be approached. First, there is a need for Bangla medium schools to emphasize more on skill development in English. For this purpose, more speaking and listening activities should be included in the curriculum. Role-playing, debates, and group discussions in English would help students get an opportunity to practice the language in a non-threatening environment. Encouragement to speak the language in day-to-day interactions within and outside the class will overcome the fear of the language in students.
Second, the inclusion of the English language into other subjects would increase the students' opportunities to use the language. For example, there are subjects such as science, history, and social studies in which some English-language materials or discussions can be involved. Such a practice would expose students to practical realities of the language and allow them to appreciate its usefulness beyond the strict English classroom.
Also, it is necessary to create an immersive environment in English. Schools should encourage the students to read English books, watch English movies, and be more engaged with the English media. They can also be involved in language clubs, contests for English-speaking, and creative writing activities, which provide them with enjoyable and interactive ways of practicing their English skills.
Finally, it is the turn for teachers' training: the teachers teaching at Bangla medium schools have first to be proficient in English-both grammar-wise and communicative English-wise. For teaching English, training is needed to achieve maximum understanding and fluency rather than mere memorization. Teachers will serve as models for using the language and are expected to make their students at ease with the language.
The subject of English is not just a subject; it is an important tool to survive in the modern world. In Bangladesh, proficiency in English opens up opportunities for higher education, better job prospects, and access to global knowledge. The language of science, technology, business, and international relations is English. For students who want to study abroad or work in multinational companies, English is a necessity.
Moreover, in this globalized era, English connects people from different parts of the world. It enables them to communicate across the border, acquire information from international sources, and communicate with a larger community. In that respect, the ability to speak and understand English is not a skill but a basic requirement.
The ineffable fear of English and lack of proficiency in the language is what the students of the Bangla medium first need to overcome for their future success. Addressing the lacunae in the present education system and adopting more functional and communicative methods of teaching languages will help them develop better skills in English, thus opening the doors to a world of opportunities.
Sheikh Mehzabin Chitra is a University Correspondent of Shahjalal University of Science and Technology (SUST), Bangladesh Post, and a final year honours student of the Anthropology Department of the institution.
