Introducing Faulty Approaches & Methods of SL in Primary School Levels: An Analysis from Bangladesh Perspective

Abstract

Nowadays it is needless to repeat the importance of teaching the second language (SL) in the third world countries (TWCs). As the SL is a foreign language in TWCs, to adopt the language TWCs should have an individual plan to make the teaching process easy for the learners from early childhood to higher education. To execute the plan TWCs have to follow the teaching methods and approaches in which they can get a hint how to cope with those methods and approaches to teaching SL. So, TWCs like Bangladesh should apply the nature of methods and approaches to teaching SL to achieve the goal. The nature is not only the ultimate end but TWCs should revise the method and approach that can be more efficient to learn the four language skills which will cover local norms, values, culture and tradition to cope with the foreign language. The paper aims at analyzing these by doing a survey to find out the faulty methods and approaches which are used in primary schools in Bangladesh. It will also try to justify the gap between the motto and recommended methods and approaches of education policy of the government, provided textbooks introducing in the classes and the teaching strategies and procedures. Finally, it will attempt to evaluate the impact of using faulty methods and methodologies in primary school levels. Though the paper will use many different teaching methods and approaches to introduce the second language learning process, it will evaluate and suggest everything from Bangladesh perspective.