NSU Research Contributions
Title : Outcome Based Education (OBE), the debate on Medium of Instruction and the relevance of a Balancing Act in ELT in Bangladesh
Authors : TaniaRahman
Abstract : The overall aim of outcome based education (OBE) is to ensure maximum achievement of targeted knowledge and skills necessary for graduates to choose a career, and also, to survive and grow at work. Over the years, as a student centered approach in education, mostly in science education, OBE has gained popularity in many parts of the world (Majid, 2016; Akir, Eng & Malie, 2012; Eng, Akir & Malie, 2012; Lixun, 2013, 2011; Basri, et al., 2004; Schlebusch & Thobedi, 2004; Bouslama, et al., 2003). Some successful implementations of OBE have been reported in the humanities, particularly, in English language programs in Asia, e.g, in training pre-service English language teachers in Malaysia (Majid, 2016), and in designing and implementing undergraduate English and linguistics programs in Hong Kong (Lixun, 2013, 2011). Very recently, some private universities in Bangladesh have also started considering OBE to ensure quality education. But one crucial obstacle in achieving the goals of OBE in ELT in Bangladesh is the debate on establishing Bangla or English as the medium of instruction in educational institutions from pre-primary and primary to tertiary level of education. A timely solution to this problem is adopting a balancing act approach in deciding the medium of instruction in Bangladeshi educational institutions in which both Bangla and English co-exist to ensure maximum attainment of language skills among the students. This paper addresses the medium of instruction debate related to Bangla and English and proposes the balancing act theory (Rappa and Wee, 2006) as a potential way to achieve OBE in teaching English language in the Bangladeshi educational system.
| Journal : | Volume : | Year : 2018 | Issue : |
| Pages : | City : | Edition : | Editors : |
| Publisher : | ISBN : | Book : | Chapter : |
| Proceeding Title : Rethinking Disciplinary Diversity: Challenges of Teaching English in the 21st Century | Institution : | Issuer : | Number : |