Embracing English for enlightenment

Languages such as Bangla, English, Spanish, Mandarin, French, and Swahili are usually defined as a shared set of verbal codes. But language can also be defined as a generic, communicative phenomenon, especially in descriptions of instruction. Teachers and students use spoken and written language to communicate with each other,  present tasks, engage in learning processes, present academic contents, assess learning, display knowledge and skill, and build classroom environment. In addition, much of what students learn is language. In their early years, children are learning both spoken and written language, as for us--Bangladeshis-- it is our beloved mother tongue Bangla.
Often the questions pop out "Is my mother tongue not enough? Why should I learn English?" These leads to ignorance and negligence towards learning something which could lead a person towards academic excellence and a bright future.
English has become the most important international language. During the British rule, English was the instrument language of the colonial power. After the independence of Bangladesh, English language suffered a weighty negligence for the first few years. After English language had lost its dominant status, in 1974 an education commission was formed which made some recommendations with regard to language teaching. Later, the ministry set up an English Language Teaching Taskforce to evaluate the state of English language teaching in Bangladesh, and made some recommendations for the improvement of learning English.
The role of  English language as a lingua franca makes it unique. This distinctiveness not only refers to the language itself, but also the ways it is taught as a foreign language. Teaching and learning of English in schools, colleges and universities are not being done in proper mode. In most cases, grammar is given emphasis; text book contents are taught and learnt without understanding.
 Sometimes the appointment of teachers depends on money and not on merit. Teachers lack the skill to teach communicative English. Materials for teaching such as text books use the communicative approach to some extent; unfortunately students have very little scope to practice it. Students studying in Bangla curriculum neglect English, moreover, those who may want to study cannot afford it.
English is the fourth most widely spoken native language in the world, and in terms of the sheer number of speakers, it is the most spoken official language in the world. It is the primary language used in international affairs. All these drawbacks restrain the students, forcing them to lag behind. In universities and colleges in Great Britain, the Unites States, Canada, Australia, New Zealand and Singapore, which attract the most number of international students, the primary language of instruction is English. Since all universities-- both national and international-- require a concrete base of English, many students cannot cope with the requirements and are lag behind.
Knowing English opens job and employment opportunities in many countries and markets. Multilateral institutions and agencies in the four United Nation cities of New York, Vienna, The Hague and Geneva recruit professionals with multilingual skills, but also expect the candidates to have good English-speaking skills. The Commonwealth of Nations, made up of 50-plus countries that were former British colonies or dependencies, also offers numerous employment opportunities to those who understand and communicate in English.
If improvements are to take place, the current scenario must change. The task at hand is to change the negative views towards learning English. The basics of English must be taught to the students from an early stage in a communicative way. English is an asset which can open the ways to a golden future. Instead of resisting, it is an advantage to embrace it. Changes in the education system must take place and skilled mentors should be appointed. These changes can ensure our country's betterment and confirm a better future for our people.
The writer is an A-level student at European Standard School (ESS), cmfahim619@gmail.com