Textbook or guidebook for learning English?
Wednesday, 15 October 2008
BK Sarker Lalon
THE NCTB-prescribed SSC and HSC level English textbooks follow the communicative approach, the latest language teaching and learning system. It was developed at the beginning of the later part of twentieth century by American linguist Noam Chomsky. A panel of experts designed the SSC and HSC textbooks. They have performed a tough responsibility in view of the fact that particularly the students in Bangladesh do not have uniform capabilities. Here we have both 100 per cent pass and zero per cent pass rating institutions. Even so, the experts draw the attention for what they did if we care to go through the textbooks. But the textbook, the results of their hard work, lose importance mainly because of the presence of the guidebooks.
SSC and HSC English textbooks are designed to encourage the students to use the language in different circumstances of everyday life. The primary objective of the lessons is to make students conversant in using the language. For example, the HSC level text book contains a chapter on the importance and ways of learning a language, especially English language. It has seven lessons. It prepares the learners for the next lessons. The most important among them, is lesson-7. "Integrated Skills Development" provides eight vital tips for learners of English as a language. They suggest a learner how to learn the language. Not only that, a box at the end of every lesson explains the grammar to be taught by the class teacher. If the teachers follow the instructions, the students are bound to benefit.
But how many institutions follow the instructions in teaching the English textbook. Students are rarely inspired to follow the textbook thoroughly. Many students are compelled to follow the guide books. Some unscrupulous teachers advise the students to buy some of their 'preferred' guide books.
The book stores are swamped by guidebooks from different publication houses. The most surprising thing is that a good number of students do not buy the textbook because it is not taught either in the class or by private tutors. Some students buy it but do not read it thoroughly only because all chapters or lessons do not matter in the examinations. They say reading the entire textbook is a waste of time. This trend has a far reaching detrimental effect.
It is an open secret that even a weak student, with little command on English language can get pass mark with the help of guide books. If they memorise the answers to some fixed member of questions, they can get the marks. Getting good marks by memorising the answers to questions is also possible. Why then will they study the whole textbook? Furthermore, teachers who teach privately are also keen on giving suggestions as their sole target is to make students achieve good grades. Consequently, they do not follow the communicative method.
Probably due to commercial attitude, inefficiency and irresponsibility these teachers remain indifferent to the need for involving the students in various practices to develop their proficiency in the language. A few students who are very good at English are so because of self study at home. This example is not common. But the pervasive culture is proving harmful for the new generation?
The writer is founder: @BC Self Study Centre, based in Netrakona. He can be reached at bk_sarker78@yahoo.com
THE NCTB-prescribed SSC and HSC level English textbooks follow the communicative approach, the latest language teaching and learning system. It was developed at the beginning of the later part of twentieth century by American linguist Noam Chomsky. A panel of experts designed the SSC and HSC textbooks. They have performed a tough responsibility in view of the fact that particularly the students in Bangladesh do not have uniform capabilities. Here we have both 100 per cent pass and zero per cent pass rating institutions. Even so, the experts draw the attention for what they did if we care to go through the textbooks. But the textbook, the results of their hard work, lose importance mainly because of the presence of the guidebooks.
SSC and HSC English textbooks are designed to encourage the students to use the language in different circumstances of everyday life. The primary objective of the lessons is to make students conversant in using the language. For example, the HSC level text book contains a chapter on the importance and ways of learning a language, especially English language. It has seven lessons. It prepares the learners for the next lessons. The most important among them, is lesson-7. "Integrated Skills Development" provides eight vital tips for learners of English as a language. They suggest a learner how to learn the language. Not only that, a box at the end of every lesson explains the grammar to be taught by the class teacher. If the teachers follow the instructions, the students are bound to benefit.
But how many institutions follow the instructions in teaching the English textbook. Students are rarely inspired to follow the textbook thoroughly. Many students are compelled to follow the guide books. Some unscrupulous teachers advise the students to buy some of their 'preferred' guide books.
The book stores are swamped by guidebooks from different publication houses. The most surprising thing is that a good number of students do not buy the textbook because it is not taught either in the class or by private tutors. Some students buy it but do not read it thoroughly only because all chapters or lessons do not matter in the examinations. They say reading the entire textbook is a waste of time. This trend has a far reaching detrimental effect.
It is an open secret that even a weak student, with little command on English language can get pass mark with the help of guide books. If they memorise the answers to some fixed member of questions, they can get the marks. Getting good marks by memorising the answers to questions is also possible. Why then will they study the whole textbook? Furthermore, teachers who teach privately are also keen on giving suggestions as their sole target is to make students achieve good grades. Consequently, they do not follow the communicative method.
Probably due to commercial attitude, inefficiency and irresponsibility these teachers remain indifferent to the need for involving the students in various practices to develop their proficiency in the language. A few students who are very good at English are so because of self study at home. This example is not common. But the pervasive culture is proving harmful for the new generation?
The writer is founder: @BC Self Study Centre, based in Netrakona. He can be reached at bk_sarker78@yahoo.com