Balancing Grammar and Communication in TESOL: A Bangladesh Perspective

English language education, as a dynamic field, constantly grapples with the question of how to
balance grammar instruction and communication skills. This issue is particularly pertinent in the
context of Bangladesh, where the traditional emphasis on grammar-centric teaching often
contrasts with the global trend favoring a more communicative approach. As a graduate student
specializing in Teaching English to Speakers of Other Languages (TESOL), I aim to delve into
this topic, examining the challenges and opportunities it presents. In this comprehensive
exploration, I will delve into the global perspective that advocates minimizing grammar
instruction, contrast it with the entrenched local practices in Bangladesh, analyze its implications
for language learners, and propose effective interventions to bridge the gap between theory and
practice.

Prominent figures in the field of TESOL, including Stephen Krashen, have championed a
communicative approach that minimizes explicit grammar instruction. According to this
perspective, learners are most successful when they are exposed to comprehensible input and
engage in meaningful communication. Grammar should naturally emerge through authentic
language use, with a reduced emphasis on memorization of rules. Growing up in Bangladesh, I
personally experienced English language education heavily centered around traditional
grammar-focused instruction. Early education introduced students to English grammar rules,
tenses, and sentence structures, emphasizing the necessity of a strong grammatical foundation.
The curriculum placed a significant emphasis on written grammar, often sidelining listening and
speaking skills.

The dissonance between the global perspective and local practices in Bangladesh, particularly in
the realm of language education, is a multifaceted issue that stems from a combination of
historical, societal, and educational factors. This dissonance is characterized by a strong
emphasis on grammar and written language skills in the country's education system, despite the
global shift towards prioritizing communicative competence and spoken language proficiency. In
this essay, we will delve into the root causes of this dissonance, examining the role of
standardized exams, limited access to professional development opportunities for educators, and
societal expectations in shaping language education in Bangladesh. One of the primary factors
contributing to the dissonance in language education in Bangladesh is the overwhelming
emphasis on standardized exams, which extensively assess grammar and written language skills.
The education system in Bangladesh places immense importance on these exams as they are seen
as the gateway to higher education and future career opportunities. Consequently, teachers often
prioritize teaching grammar and written language skills to ensure their students perform well in
these exams.

The focus on standardized exams has led to a curriculum that places a disproportionate emphasis
on memorization and rote learning of grammar rules and written texts. Students are often taught
to excel in structured, formal writing, but they may lack the ability to engage in spontaneous,
everyday conversations in English. This approach not only limits their practical language skills
but also hampers their ability to communicate effectively in a globalized world where spoken
English is often the primary mode of communication. Another significant factor contributing to
the dissonance is the limited access to professional development opportunities for educators. In
Bangladesh, many teachers may not have access to training and resources that would expose
them to modern language teaching methods that prioritize communicative competence over
grammar. This lack of exposure perpetuates the traditional grammar-centric approach to
language education. Professional development is essential for teachers to stay updated with the
latest pedagogical practices and instructional strategies. In many countries, educators are
encouraged to attend workshops, seminars, and conferences to enhance their teaching skills.
However, in Bangladesh, the availability of such opportunities is often limited, especially in rural
areas. As a result, teachers continue to rely on traditional teaching methods that focus on
grammar and written language skills, despite the evolving global perspective on language
education.

The dissonance in language education is further exacerbated by societal expectations that highly
value proficiency in written English. English proficiency is often seen as a status symbol and a
key factor in gaining access to prestigious educational institutions and lucrative job
opportunities. As a result, parents, students, and educators alike are driven to prioritize written
English skills, including grammar and formal writing, over other aspects of language learning.
This societal pressure reinforces the grammar-centric approach in schools, as teachers feel
compelled to meet the expectations of parents and society. Consequently, students may graduate
with impressive written language skills but struggle to hold conversations in English or navigate
real-world situations where spoken communication is essential.

The dissonance between the global perspective on language education and local practices in
Bangladesh is a complex issue deeply rooted in the country's education system, limited access to
professional development opportunities for educators, and societal expectations. While the
emphasis on standardized exams, grammar, and written language skills has its merits, it is vital to
recognize that language education should also prioritize communicative competence, spoken
language proficiency, and real-world application.To bridge this dissonance, policymakers,
educators, and society as a whole must acknowledge the need for a more balanced and holistic
approach to language education. This approach should empower students to not only excel in
formal written language but also confidently engage in spoken communication, thereby
equipping them with the skills needed to thrive in an interconnected world where effective
communication is paramount. My personal journey as a student and teacher of English in
Bangladesh aligns with these local practices. Grammar instruction played a pivotal role in my
education, equipping me with a solid grasp of grammatical rules but leaving me with limited
practical language skills. Excelling in written exams, I struggled with speaking and listening
skills during real-life conversations.

In conclusion, the tension between grammar instruction and communication skills in TESOL is
not unique to Bangladesh but is a global challenge with far-reaching implications for language
education. A balanced approach that values both grammar and communication is essential to
prepare students for success in both written exams and real-life language use. By addressing this
challenge through comprehensive teacher training, curriculum reform, community engagement,
technology integration, and professional development, we can create a more effective English
language education system that empowers students with the skills they need to thrive in an
increasingly interconnected world.
The dynamics of English language education in Bangladesh represent a microcosm of the
broader debates and challenges faced by educators worldwide. The ongoing dialogue and
concerted efforts to strike the right balance between grammar and communication offer
promising prospects for the future of TESOL, both in Bangladesh and beyond. As a graduate
student committed to advancing language education, I believe that these interventions can help
harmonize the conflicting perspectives, ultimately benefiting students by equipping them with
the language skills needed for success in diverse contexts, from examinations to everyday
communication.