Objectives of NCTB English curriculum and reflections in classrooms: A study of the English Textbook Provided for the Junior Secondary Level

Abstract

Bangladesh has effectively enhanced educational access; however, there are concerns that the recent implementation of Communicative Language Teaching (CLT) in the national curriculum may not result in improved English proficiency among students. Curriculum improvements are implemented to enhance learners’ communicative competencies; nonetheless, speaking and listening skills are afforded less practice in Bangla-medium schools, whereas reading and writing abilities are prioritized. This study examines the extent to which the objectives of the communicative English curriculum are implemented at the junior secondary level.This study examines the contextual characteristics and educational specifications of English for Today textbooks for Grades 6, 7, and 8, along with the obstacles that impede their effective implementation. This research employed a qualitative design, utilizing textbook content analysis, classroom observations at three Bangla-medium schools in Dhaka, and qualitative interviews and questionnaires with 20 English language educators. The data were analyzed using thematic content analysis to identify patterns in curriculum implementation and teaching strategies.The findings indicate a significant disparity between the communicative objectives of the curriculum and the actual practices in the classroom. These textbooks incorporate communicative exercises; however, constrained classroom time, exam-centric education, insufficient teacher preparation, and minimal emphasis on speaking and listening hinder the complete implementation of this paradigm. As a result, kids have diminished opportunities to cultivate balanced competency across all four language skills.The study identifies enhanced teacher professional development, innovations in evaluating children’s learning, and improved alignment between curriculum objectives and classroom practices as essential components for enhancement. The study’s findings reveal substantial implications for English language instructors, educators broadly, curriculum implementers, and policymakers about the advancement of language education through communication, particularly within the context of Bangladesh and beyond.