issn: 2395-0595 · sharmin sultana assistant professor in english & coordinator english...

Cite this article as: Sultana ,S (2017) Going Global: Embracing Challenges in Current Trends. ELT Vibes: International E-Journal For Research in ELT. 3(1).35-47.

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Article information Volume 3, Number 1. (2017) Article Received: 1/1/2017 ISSN: 2395-0595 Acceptance: 16/1/2017

Going Global: Embracing Challenges in Current Trends

Sharmin Sultana Assistant Professor in English & Coordinator

English Language Institute,United International University, Dhaka, Bangladesh.

___________________________________________________________________ Abstract

The perpetual stature of English language as the primary medium of

communication for world citizens has become more imperative in the current

millennium. Multicultural and multinational barriers have crumbled down and

bridges of communication have gone across lands and seas and we are

indistinguishably entangled in this borderless world. In this regard, it is widely

accepted that a vast majority of Bangladeshi graduates are incapable to stand out

globally as efficient communicators in English. Therefore, the paper highlights

the global status of English language, and focuses how English language

education can play a significant role in mounding global learners. This paper

believes that in the existing myriad scenes of globalization, the English language

classroom can provide the right platform for skills development, and learning

opportunities for understanding, empathizing and evaluating the world around.

This study thus combines both qualitative and quantitative research methods

where research paradigm is pragmatic. Finally, the paper recommends some

contemporary trends in teaching English at tertiary level in Bangladesh so that

Bangladeshi graduates are accomplished enough to meet the challenges of the

‘competitive’, ‘real’ and ‘much bigger’ world outside the classroom.

Key words: English Language, Global learners, Challenges, Current Trends.

Impact Factor : 5.10

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ELT VIBES: International E-Journal For Research in ELT Volume 3, Number 1. 35-47 .(2017)

ISSN: 2395-0595

Sharmin Sultana

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Introduction

In Bangladesh, English is taught as second language, and we all are well-aware of

the fact that the perpetual stature of English language as the foremost medium of

communication for world citizens has become more imperative in the current

millennium. On the other hand, a vast majority of Bangladeshi graduates are

incapable to be notable globally as efficient communicators in English. As there

is no denial about the global status of English language, we should focus on how

English language education can play a significant role in moulding global

learners. This paper believes that in the existing myriad scenes of globalization,

the English language classroom can provide the right platform for skills

development, and learning opportunities for understanding, empathizing and

evaluating the world around. Therefore, an ESL teacher should not only be

proficient in the language but also be able to empathize with the students in order

to appreciate their requirements, psychological impediments and cultural

alterations. It is true that the pathways to success in teaching English to the

Bangladeshi learners are really challenging; nevertheless, embracing challenges

of the modern world in current trends can exhilarate the acquisition of English as

a second language which will enable Bangladeshi graduates accomplished

enough to meet the challenges of the ‘competitive’, ‘real’ and ‘much bigger’

world outside the classroom.

1.1 Research Hypothesis

In the current age of globalization, embracing challenges of the modern world in

current trends can exhilarate the acquisition of English as a second language

which will enable Bangladeshi graduates stand out globally as efficient

communicators in English.

1.2 Research Purpose

To investigate whether and to what extent current trends, like, modern

technology, content inclusive of different cultures and new approach in teaching

methods can enhance students’ expertise in English to make them out-standing

global communicators.


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1.3 Research Questions:

The questions that have been addressed in this paper as of central importance are

given below:

1. What challenges act as impediments for Bangladeshi graduates in becoming

efficient global communicators in English?

2. What is the significance of English language education in moulding global

learners?

3. Which current trends can be implemented to meet the challenges of the

modern world?

1.4 Research Scopes:

This study tries to encourage promoting diverse current trends in ESL classrooms

at tertiary level in Bangladesh. It also aims to open up the scopes to carry out

similar investigations on different Bangladeshi students who are struggling to

face the demands of the competitive world outside the classroom.

2. Literature review

English as the primary medium of international communication at the present

time, called upon to mediate a whole range of modern concepts, to a greater

degree than in the past. Inevitably human capital has taken a slant to fit in with

the globalized world, and the need to understand the global status of English

language in this regard is preordained.

According to Lightbown&Spada (2006), “Language acquisition is one of the

most impressive and fascinating aspects of human development” (p.1). As

civilization is developing gradually, we are becoming inextricably intertwined in

this borderless world. Kienle and Loyd (2005: 580) claim globalization is

becoming "more prominent in all aspects of civilization. “National differences

and antagonism between people are daily more and more vanishing" was a

statement in one of history's most influential works written over 150 years ago

(Marx & Engels, 2004/1848: 2).


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According to Wilga M Rivers (1983) foreign language teaching unlike teaching

geography or history, is not only a sharing of knowledge but is also a

development of the four basic skills of language i.e. listening, speaking, reading

and writing. It is an appreciation of a foreign people; it is a readjustment of one’s

attitude towards the world and towards oneself.

With the passage of time various approaches and methods have been introduced

in the field of teaching English as a second language. The focus shifted from

teacher-centred to learner-centred approach, and communicative approach was

introduced to provide opportunities to the learners to use the language in real-life

contexts. The new role of communication teachers is quite

challenging. According to Jack C Richards and Theodre S Rodgers (1986) the

new language teachers will have to move away from the limited textbook

teaching and leave behind the branded traditional language teaching methods like

grammar-translation. When the task is to teach communication, it could be best

taught through communication only. This new method is much harder to “spoon

feed” and a truly motivated teacher is needed to fulfill this responsibility.

3. Research methodology

3.1 Methods:

This study basically combines both qualitative and quantitative research methods,

where research paradigm is pragmatic. While doing so, there is an attempt to

triangulate the researcher’s observation with primary and secondary data.

Primary data collection for this study comprises of written questionnaire

distributed by the researcher among the target group. The research methodology

also included the review of existing literature, and the possible sources were

relevant journal articles, books, etc.

3.2 Subjects:

The 30 respondents were students who were in Fall trimester, 2016 (October,

2016 – January, 2017) doing a core course called ‘Basic English’ under the

researcher at United international University, a leading private university in

Dhaka in Bangladesh, where the researcher has been teaching for eight years.


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3.3 Why the subjects were chosen:

The main objective of the researcher to choose the subjects was having direct

interaction with the students as they were studying in the same university, and it

was also important in case of collecting proper data through familiar

conversations (informal interview, FGD) along with formal questionnaire.

4. Data analysis

The questionnaire was given to the students at the end of the trimester after

applying modern technology, content inclusive of different cultures and new

approach in teaching methods throughout the trimester. Then all collected data

from the questionnaire, informal interviews, group discussions were analyzed

qualitatively. In this method, the researcher carefully read the answers written by

the subjects in the questionnaire, took notes while taking informal interviews or

group discussions, monitored and evaluated the students’ performance in

different activities.

5. Result

The results revealed that after promoting diverse contemporary trends in teaching

English, ESL students were learning English more enthusiastically with a goal to

stand out globally as skilled communicators in English. The following results

were found:

5.1 The students were more assertive in responding any questions:

Most of the students answered different questions spontaneously which showed

their confidence in sharing views with others.

5.2 They became more vocal in giving their opinions and ideas:

Compared with before, they seemed to be thinking more actively in the

classroom. They interrupted when they wanted to add something to what the

teacher was saying. Even the “quiet” ones started to express their ideas.


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5.3 They could work independently, and also in groups:

They were able to do their work independently taking charge on their own.

Moreover, they didn’t hesitate to work in groups that increased interaction,

collaboration, integration among them to a great extent which is essential in

becoming global communicators.

5.4 They were not scared of public speaking anymore:

As the students were exposed to short talks, individual presentations, group

presentations, drama, role play, they focused on their public stature, and seemed

quite confident.

5.5 They were able to communicate in real-life situations:

As their learning was progressing, the students took part actively in different real-

life situations through role play, interviews, public discussions, debates, and their

performance was much impressive.

6. Discussion

To empower the students to achieve all the opportunities and possibilities of the

modern world, we need to find out the challenges our students encounter, and

facilitate them to overcome the obstructions by fostering new technology, world

content and effective approaches in teaching English as a Second Language at

tertiary level in Bangladesh.

6.1 Challenges act as obstacles for Bangladeshi graduates in becoming

efficient global communicators in English:

It is widely accepted that English, not being the native language, elicits some

difficulties among Bangladeshi graduates when they come across communication

that requires expertise in English language though many of them have bright

academic result. They are facing diverse hindrances developing functional

language skills, such as using proper language in different social contexts, using

language in creative ways, using English in transactional activities, etc.

Moreover, they are unable to use English efficiently in professional field also.

Even a vast majority of the graduates produced by the universities of Bangladesh


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are not able to read, write, speak and listen to English effectively. Therefore,

constrains that we find among our graduates in becoming skilled communicators

in English are mainly lack of general language skill development and

lack of functional language skill development.

6.2 Significance of English language education in moulding global learners:

It is impossible these days to read a magazine, academic journal, or watch

movies, news on TV, or doing transactions locally or internationally without

being exposed to the notion that the world is coming closer together through

globalization and national and regional differences are diminishing. Everyone has

a unique worldview based on their own individual personality and cultural

background. Communicating internationally or in a multicultural environment

doesn’t require one to abandon one’s core values, but to be successful, one needs

to suppress the urge to impose those values on others, and one must possess a

good command over a common language shared by all throughout the world, and

the language is English.

6.2.1 Providing the right platform for skills development:

Language teaching is not related to imparting knowledge but is an art as well as a

science of developing the skills, and the English language classroom can provide

the right platform for skills development. As we have noticed that the learners are

under constant challenge in using English accurately, appropriately and fluently,

we have to facilitate them with the following:

i. Ensuring maximum exposure of English language:

Inside the classroom, maximum exposure of English language should be ensured.

The medium of instruction will be English only. Using mother tongue should not

be encouraged.

ii. Focusing on all basic four skills of English Language:

Rather focusing on only writing, all the four skills along with grammar and

vocabulary should be emphasized and evaluated. Then, students will feel

importance of all skills. Accumulating a diverse set of resources will maximize

exposure and improvements in general and functional language skills. Skills can


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be learned by studying independently, but skills are only truly adapted when they

can be confirmed and responded to by a competent mentor.

iii. Initiating activities that prompt real-life situations and public speaking:

Expressive arts like drama, role play, individual and group presentations can be

successfully used for teaching language. The creativity of the learners should be

engaged. Interview, debates, public discussions should be introduced; yet the

subject must be within the range of the learners’ experience.

iv. Ensuring more and more practice:

Inside the classroom, activities and tests, quizzes should be formulated and used

in such a way that would initiate more and more practice of English language.

Moreover, students can be motivated to use English outside the classroom also.

v. Giving importance on group work:

Group work not only creates a natural learning setting but also enriches skills like

proper turn taking, not interrupting, being tolerant to opposite opinions etc.

Mixed ability groups should be formed. The learners have different goals,

strategies and proficiency level; eventually, they learn in different ways. “The

emphasis on pair or group work and problem-solving allows for these

differences” (Dudley-Evans & St John, 2000, p. 27).

6.2.2 Discovering Characteristics of other cultures:

The subject matter and content in different materials used in English language

classroom should encompass multicultural aspects; consequently, learners will

discover that all cultural groups have made significant contributions to

civilization. Teaching with this perspective promotes the learner’s sense of the

uniqueness of his own culture as a positive characteristic and enables him to

accept the uniqueness of the cultures of others. A well-balanced English course

includes materials that depict people with a variety of aspirations, from different

socio-metric levels, with different occupations, and with a range of human

characteristics (Norton, 1985). This knowledge paves the way in becoming global

learner as well as global communicator.


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6.2.3 Empathizing and evaluating the world around:

English language classroom can provide learning opportunities for understanding,

empathizing and evaluating the world around.We need ‘Global Learners’ who

possess the knowledge, skills and attitude needed to critically evaluate and

understand the world around them. They need to appreciate cultural differences

and rely on this knowledge when participating in this multicultural,

interdependent world. Strong support comes from a survey by Timmis (2002), in

which the majority of the learners and the teachers of English from a large range

of countries expressed a desire to speak English according to the native speaker

norms, however the survey also demonstrated a wish to retain the aspects of their

own culture, such as accent, especially amongst Asian students (Timmis 2002,

242).

6.3 Embracing challenges in current trends:

The pathways to success in teaching English to the Bangladeshi learners are

rather challenging as there are no specific language teaching formula that always

work with learners in all contexts. Nevertheless, embracing demands of the

competitive world in current trends can maximize the possibilities for

Bangladeshi graduates being capable of meeting the challenges successfully.

6.3.1 Using modern technology:

For effective language learning to take place, the teachers must keep themselves

well-informed of the latest techniques and equipment of language teaching.

Learning is greatly facilitated by using more audiovisual elements for

teaching. Movies, multi-media, power-point slides, photographs, DVD and CD-

ROMs are very effective. Audio-visual aids promote retention of knowledge.

Using internet can complement their knowledge, and using mobile dictionary can

ease their learning process.

6.3.2 Materials inclusive of all cultures:

We can adopt multi-cultural approach in selecting content of the English course.

A multi-cultural approach, particularly one which involves comparisons between

students’ culture and other cultures, is an important area to develop. We are not


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confined within any boundary; rather, acceptance and appreciation for all cultures

around the world definitely broaden our horizons.

6.3.3 Applying new teaching approaches:

• The teachers should subordinate their teaching manners to the learning needs of

the students. Instead of over powering own self as ‘Knowledge Provider’, they

should act only as a promoter to the learner’s communication. The

communication process should be learner centered. The trust, collaboration and

cooperation between the teacher and the students make the students motivated in

moulding themselves as global learners to secure their position in fruitful

communication. Eventually the students attain the confidence to adventure in

language learning (Voller, 1997).

• On top of that, ESL teachers need to demonstrate a purpose to learn besides

just passing the course because it is a requirement. A motivated individual is

goal-oriented, persistent, attentive and aroused. Hence, Gardner and Lambert

(1972) define ‘motivation’ in terms of the L2 learner’s overall goal or

orientation.

• The teachers should encourage the students to speak by telling them that

errors are quite a natural part in language-learning (Rubin & Thompson,

2004, p. 10). Though feedback is essential to avoid fossilization of errors, yet

on the spot correction should be withheld till the activity is over and

individual correction should be replaced by collective correction or peer

correction.

• If they make slightest progress, teachers must praise them and give them

encouragement. Thus they can become highly enthused and exhilarated, and

then gain self-confidence in achieving their goals.

• Last but not the least, teachers should not consider themselves as ‘authority’;

rather, they should act as facilitator, motivator, guide having a friendly

approach.


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Conclusion

Broadening students’ horizons is a traditional objective of educational activity,

and the manifestation takes on a new and more urgent meaning in the present

time of globalization and the collapse of international barriers. In teaching any

language we are imparting knowledge; hence, power, because we know that

‘knowledge is power’. In teaching English we can impart to learners not only the

present perfect, but also the power of knowing and caring more about the world

they live in (Prrodromou, 1992). English is at the centre of international and

global culture. Therefore, the international dimension of English language

teaching is not only becoming difficult to ignore, but offers ELT a potentially

more significant role than ever before. It is a crying need of current millennium to

prepare competent communicators in English by offering right platform in the

ESL classroom.

Recommendations

The findings of the present study can be of help to teachers in that they can

include modern technology, world content and new approach in ESL contexts.

Furthermore, syllabus designers and need analysts can also take advantage from

the findings of this study.

All should take into their consideration of the fact that connecting with others and

building harmony among people across the globe make lives more meaningful

and inspiring, and increase the magnitude of the influence in causing a paradigm

shift as well as social and cultural transformation.


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References

1. Dudley-Evans, T. & St John, M. J. (2000). Developments in English for

specific purposes: A multidisciplinary approach. Cambridge: CUP.

2. Gardner, R.C., & Lambert, W.E. (1972). Attitudes and motivation: Second

language learning.NewburyHouse.

3. Kienle, A.W. &Loyd, N.L. (2005). Globalization and the emergence of

supranational organizations: Implications for graduate programs in higher

education administration. College Student Journal, 39 (3), 580-87.

4. Lightbown, P. M &Spada, N. (2006). How Languages are learned (3rded.).

Oxford University Press.

5. Marx and Engels (2004/1848). The Communist Manifesto. p.2; p 18. Marxist

Internet Archive retrieved November 10, 2005 from

www.marxist.org/http://www.marxists.org/archive/marx/works/1848/commu

nist-manifesto/index.htm.

6. Norton, D.E. (1985). Language and Cognitive Development Through

Multicultural Literature. CHILDHOOD EDUCATION. 62, 2, 103-108.

7. Prodomou, L. (1992). What culture? Which culture? Cross-cultural factors in

language learning, ELT Journal, 46/1: 39-50.

8. Richards, J. C. and Theodore S. Rodgers. (1986). Approaches and Methods in

Language Teaching . Cambridge: Cambridge University Press.

9. Rivers, Wilga M. (1983). Communicating Naturally in a Second Language.

Cambridge: Cambridge University Press.

10. Rubin, J. & Thompson, I. (2004). How to be a more successful language

learner. Beijing: Foreign Language Teaching and Research Press.

11. Timmis, I. (2002). Native speaker norms and International English: A

classroom view, ELT Journal, 56/3:240-249.

12. Voller, P. (1997). Does the teacher have a role in autonomous learning? In P.

Benson, & P. Voller (Eds.),Autonomy and Independence in Language

Learning (pp. 98-113). London: Longman.

http://www.marxist.org/http:/www.marxists.org/archive/marx/works/1848/communist-manifesto/index.htm

http://www.marxist.org/http:/www.marxists.org/archive/marx/works/1848/communist-manifesto/index.htm


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Appendix: A

Appendix A: Survey Questionnaire

Name: Mother Tongue:

Age: Current Profession:

Please read the following instructions before you fill up the questionnaire:

[The questionnaire given belowhas been designed mainly to get a general idea

about you as a person as per requirement of a small survey. Hence, it will be

really beneficial for the survey if you could provide as much information as

possible. Nevertheless, you can skip giving answer to any of the questions if you

are not comfortable enough. Your sincerity and patience will be highly

appreciated]

Survey Questionnaire

1) How much interesting was your learning English at UIU?

2) As a Second language learner, what do you think was your main barrier in way

of acquiring communicative skills?

3) What were the most useful factors that have contributed to your competence in

English?

4) Can you give me an idea about any type of activity which you think enhanced

your English learning abilities?

5) Do you think group/pair work, role plays, drama, etc. activities helped you to

be confident in public speaking?

6) How much effective did you find these activities related to real life situations,

like, interview, debate, public speaking, etc. in becoming skilled communicator in

English?

7) How much helpful were the teaching aids, like, video clips, audio clips, power

point slides?

8) How were you treated by your teachers? Could you share your own ideas,

feelings, suggestions?

9) What are the skills you are good at now?

10) Do you think someday you will stand out as an efficient communicator in

English?

issn: 2395-0595 · sharmin sultana assistant professor in english & coordinator english...

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