Researcher at University of Rajshahi
I am an English language teacher and teacher-education graduate from Bangladesh. Since February 2019 I have taught English language, grammar and literature to secondary and higher-secondary students under the Directorate of Madrasah Education in Gaibandha. In these large, resource-constrained classrooms I have tried to bring communicative language teaching (CLT) into traditional, teacher-centred settings. I know these classrooms from the inside. My academic training links language, education and society. I hold an M.A. in English (ELT) from the University of Rajshahi (2024), where my coursework covered discourse analysis, syllabus and materials design, testing and evaluation, post-communicative developments in ELT, and research methodology. I also completed a one-year B.Ed. at National University (CGPA 3.50/4.00), which included a supervised three-month teaching practicum and courses in learning and assessment, inclusion, educational technology and research in education. My earlier degrees are Fazil and Kamil qualifications in religion and theology from Islamic University, Kushtia. This mix of religious education and applied linguistics is why I study ELT as a socially and culturally embedded practice, not just a set of techniques. During my M.A. and B.Ed. I reviewed contemporary ELT methodologies and how well they adapt to South Asian classrooms. I work in Bengali, English, Arabic and Korean, and I have a basic grasp of Italian. My central interest is how modern, Western-derived pedagogy, especially CLT and the frameworks taught in B.Ed. programmes, fares when it enters non-Western, traditional and religious classrooms. In Bangladesh, trained English teachers often return to Grammar-Translation once they face classes of 60–80 students, fixed seating, little technology and exam systems that reward memorisation. I want to understand how teachers negotiate this gap. My specific interests are: # Teacher agency and cognition. How trained teachers adapt, compromise or innovate when their training collides with institutional reality. # Madrasah English education. This stream serves millions of students from marginalised backgrounds, yet it is largely missing from international ELT research. # Teacher education and policy. How far B.Ed. curricula prepare teachers for large, multi-level, low-resource classrooms. # Culture of learning and postmethod pedagogy. My work draws on Holliday's (1994) culture of learning and Kumaravadivelu's (2001) postmethod parameters of particularity, practicality and possibility. These treat teachers as context-sensitive decision-makers, not passive implementers of imported methods. # Assessment washback and ICT use. How high-stakes exams and limited digital infrastructure shape classroom practice. Proposed PhD Direction My proposed study is "Challenges and Strategies in Teaching English as a Second Language in Non-Western Classrooms: A Case Study on the Integration of Modern Pedagogy (B.Ed.) and Traditional Education in Bangladesh." It uses a mixed-methods sequential explanatory design in Rangpur Division. A survey of 100+ B.Ed.-trained secondary and Madrasah English teachers will be followed by 15 semi-structured interviews and 10 classroom observations. The aim is a Context-Responsive Hybrid Pedagogy Model that shows how communicative goals can be reached in exam-driven, teacher-centred systems without expensive infrastructure. The study should contribute to Applied Linguistics and Global Englishes scholarship and give Bangladeshi teacher-education policymakers practical evidence.