International Journal of Academic Research in Business and Social Sciences

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Principles of Curriculum Construction in English Language: A Case Study on Bangladesh Perspective

Open access

Rahman S.M. Maksudur, Charanjt Kaur Swaran Singh

Pages 2662-2674 Received: 15 Oct, 2024 Revised: 09 Nov, 2024 Published Online: 29 Nov, 2024

http://dx.doi.org/10.46886/IJARBSS/v14-i11/13433
English is an international language, spoken in many countries both as a native and as a second or foreign language. It is taught in the schools in almost every country on this earth. It is a living and vibrant language spoken by over 300 million as their native language. English is spoken habitually in the United states , the British Isles, Ireland , Canada, Australia, New Zealand, The Republic of South Africa, Liberia, and many territories under the United Kingdom and the United States of America. It is estimated that 300 million people speak English as a foreign Language and an additional 100 million or one billion people around the world have some knowledge of English , either as a native language as a second language or as a foreign language There are controversial about whether or not to teach grammar in language pedagogy. There are some applied linguistics who hold the view that grammar teaching does little to the acquisition process of language . This paper focuses on the fact that formal grammar instruction to Bangladesh EFL learners to have accuracy as well as fluency in English for their academic . It is suggested that instead of teaching the whole of the grammar or some discrete items randomly , language teachers should focus on those areas in English grammar in which Bangladeshi EFL learners face problems and make frequent errors. This paper concludes with some considerations regarding the techniques that language instructors can apply in teaching grammar to the entire perspective of Bangladeshi EFL learners.
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Dreyfus, H. L., & Dreyfus, S. E. (1986). Mind over machine : The power of human intuitive expertise in the era of the computer . New York : Free press.
Elbaz, F. (1981) . The Teachers practical knowledge : A report of a case study . Curriculum inquiry . 11. 43-71.
Elbaz, F. (1983). Teacher thinking : A study of practical knowledge . New York : Nicchols publishing.
Ericsson, K. A. (2002) Attaining Excellence through Deliberate practice: Insights from the study of expert performance . In M. Ferrari (Ed). , The pursuit of excellence through education (pp. 21-56). Mahwah , NJ : Lawrence Erlbaum Associates.
Ernest, P. (1989) . The knowledge beliefs and attitudes of the mathematics teacher : A model journal of Education for Teaching . 15, 13-34.
Kok, S. (2014) Investigating teachers views of student centred learning approach.. International Education studies, 7, 143-148.
Evans, F. M. (1996) The Minnesota Teacher Attitude Inventory. Educational Research , 8(2) 134-141.
Evertson, C. M., & Green, J. L. (1986) . Observation as inquiry and method . In M. C. Wittrock (Ed) , Handbook of research on teaching . (3rd ed. 162-213). New York: Macmillan.
Farahian . M. (2011) . Investigating high school teachers ‘ belief regarding teaching grammar. Journal of Language and linguistics studies 7(!) ,36-56.
Farrell, T. S. C.(2012) Reflecting on Reflective practice: (re) visiting Dewey and Schon. TESOL.Journal 3(!) 7-16
Farrell, T. S. C. (2013) Reflecting on ESL teacher expertise : A case study . System . 41(4) , 1072-1082.
Fayyaz, S., & Omar, H. Md. (2014) . A study of contextual situatedness of English language teacher beliefs and practice about the form focused instruction : A case study in sandakan district, Sabah. Procedia- Social and Behavioral Sciences , 134, 201-212.
Fenstermacher, G. D. (1979) A philosophical consideration of recent research on teacher effectiveness. Review of Research in Education . 6.157-185.
Fenstermacher, G. D. (1994) The knower and the known: The name of knowledge in research on teaching . Review of Research in Education .
Finsterwald, M., Wagner, P., Schober, B., Luftenegger, M., & Spiel, C. (2013). Fostering lifelong learning – Evaluation of a teacher education program for professional teachers Teaching and Teacher Education , 29(1) 144-155
Fives, H., & Buehl, M. M (2008) What do teacher believe? Developing a framework for examining beliefs about teachers knowledge and ability. Contemporary Educational psychology, 33, 134-176.
Ford, M. I. (1994) . Teachers beliefs about mathematical problem solving in the elementary School. School Science and Mathematics, 94, 314-322.
Freeman, D. (1993) Renaming experience / reconstructing practice : Developing new understanding of teaching . Teaching and Teacher Education , 9485-497.
Freeman, D., & Richards, J. C. (1996) Teacher Learning in language teaching . Cambridge: Cambridge University Press..
Gage, N. (Ed.) (1963). Handbook of research on teaching . Chicago, IL:Rand McNall
Garrity, S.,& Guerra, A. W. (2015) A cultural communities approach to understanding had start teacher beliefs about language use with dual language learners: Implications for practice, Contemporary Issues in Early childhood , 16(3), 241-256.
Gatbonton, E.(1999) Investigating experienced ESL teachers pedagogical knowledge . The Modern Language Journal , 83, 35-50.
Getzels, J. W., Jackson, P. W. (1963) . The teachers personality and characteristics. In N. L. Gage((Ed), Handbook of research on teaching (pp. 507-582). Chicago, IL: Rand McNally...
Glaser, R., & Chi, M. (1988). Overview . In M. Chi, R. Glaser, and M. farr (Eds) , The nature of expertise. NJ: Lawrence Erlbaum.
Gleeson, M., & Davison, C. (2016). A conflict between experience and professional learning: Subject teachers beliefs about teaching English language learners. RELC Journal , 1-5. doi:10.1177/00333688216631221
Golombek, P. R. (1998) A study language teachers personal practical knowledge . TESOL Quarterly, 32(3) 447-464.
Gow, L., & Kember, D. (1993) . Conception of teaching and their relationship to student learning . British JOURNAL of Education Psychology . 63, 20-33.
Gudmundsdottir, S., & Shulman, L., (1987) . Pedagogical content knowledge in social studies. Scandinavian Journal of Educational Research, 31(12), 59-70.
Harris, L. R., & Brown, G. T. L. (2009). The complexity of teachers conceptios of assessment: tensions between the needs of school and students. Assessment in Education Principles. Policy & Practice, 16(3), 365-381.
Hashweh, M. Z. (1985) . An exploratory study of teacher knowledge and teaching :The effects of science teachers knowledge of subject matter and their conceptions of learning on their teaching . Unpublished doctoral dissertation , Stanford University, California.
Hewson, P., kerby, H., & Cook , P. (1995) . Determining the conceptions teaching science held by experienced high school science teachers . Journal of Research in Science teaching , 32(5), 503-520
Hogan, T., & Rabinowitz, M. (2009). Teacher expertise and the development of problem representation . Educational Psychology. 29(2), 153-169.
Jefferson, G. (2004) Glossary of transcript symbols with an introduction > In G . H. Learner(Ed). Conversation analysis : Studies from the first generation . (13-31) Amsterdam / Philadelphia: John Benjamins.
Jerome, C., & Samuel, M. S. S. (2014) Teachers Beliefs and Classroom practice in Malaysian ESL Secondary classroom. paper presented at the International conference on Language Studies . Kuching Sarawak.
Johnson, K. E. (1994) The emerging beliefs and instructional practices of pre service English as a Second Language teachers. Teaching and teacher Education , 10(4), 439-452.
Maksudur, R. S. M., & Singh, C. K. S. (2024). Principles of Curriculum Construction in English Language: A Case Study on Bangladesh Perspective. International Journal of Academic Research in Business and Social Sciences, 14(11), 2662–2674.
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