表題番号:2014K-6052 日付:2015/04/14
研究課題Equalizing Educational Systems of Bangladesh
研究者所属(当時) 資格 氏名
(代表者) 文学学術院 文化構想学部 准教授 ホサイン タニア
(連携研究者) Faculty of letters, Arts and Sciences Associate Professor Tania Hossain
研究成果概要

English was introduced into South Asia by the British. Almost all post –colonial countries in South AsiaEnglish was introduced into South Asia by the British. Almost all post –colonial countries in South Asia like, Bangladesh, India, Pakistan and Nepal long period of economic, linguistic and political domination.In Bangladesh, English plays an important role in everyday activities, along with Bangla.  This paper examines the linguistics impact of English on South Asia, particularly on Bangladesh.Like many other Islamic countries, English plays an important role in the educational systems of Bangladesh. It is used as a second-language although it is spoken only by 3% of the population. Bangladesh suffers from continual poverty and more than half of the population is living under the poverty line. English plays two important roles in Bangladesh. The medium of education- Bengali or English – distinguishes the well- educated and economically advantaged urban dwellers from the undereducated and economically distressed rural population.

 

A three-pronged ethnographic method—(a) depth interviews with key policy planners; (b) non-participatory classroom observation; and (b) historical document analysis—was used to answer the research questions.

 

1.      What are the relationship between the English and educational equality in Bangladesh?

 

Results indicated that English is linked with the individual opportunity. Bangladesh takesEnglish as their medium of instruction in education not because this country has a huge contribution in the global economy but because English is necessary to survive in Bangladesh.

Bangladeshi students have a positive attitude toward English, which is regarded as a language of opportunity and is no longer regarded as a burden of colonialism.  In South Asia, English is generally not viewed as a colonial burden but as an international or neutral language. English offers significant economic opportunity and privileges for its speakers. Thus public pressure for English language teaching at an early age is widespread. However, for most children, English language proficiency is quite low because of the low quality of English language education. Thus, the present policy continues to support advantages for groups having access to English education, while contributing to the ongoing educational difficulties facing the rural and urban poor. This paper calls for language planning and policy that emphasize pedagogic equity.