Zubeyea Binte Kabir : In Bangladesh’s education system, the English language today embodies a silent contradiction an uneasy coexistence of aspiration and anxiety, potential and limitation. On one hand, it is a powerful medium for global engagement, a gateway to the vast domains of knowledge and science; on the other, it represents fear, failure, and a lack of confidence for countless students. Each year, the results of SSC and HSC examinations starkly reflect this reality, where English consistently records one of the highest failure rates. Once a symbol of colonial dominance, English has now become an indispensable tool for global communication, knowledge exchange, and professional advancement. Yet, despite years of study, most students remain unable to attain functional proficiency. The question, therefore, becomes increasingly pressing: are we truly learning English, or merely preparing to pass examinations?

Reality in the Mirror of Statistics : International assessments present a sobering picture. Bangladesh has long ranked in the lower tiers of global English proficiency indices. Various studies further reveal that a significant proportion of students lack the ability to communicate effectively in English in real-life contexts. This failure extends beyond examination halls it undermines prospects in higher education, employment, and international competitiveness.

Three Pillars of the Crisis : Understanding this challenge requires attention to three fundamental dimensions: what language skills are being taught, whether the timing of instruction is appropriate, and whether there exists adequate infrastructure and trained teachers to implement effective learning. Bangladesh falls short in all three areas.

The Natural Structure of Language Learning :
Language acquisition universally follows four core skills: listening, speaking, reading, and writing. Listening and speaking form the foundational stage, while reading and writing are secondary. A child learns first to listen, then to speak, followed by reading and writing. In other words, the natural progression is: listening → speaking → reading → writing. Unfortunately, the current education system in Bangladesh largely disregards this sequence.

Building Without Foundations : One of the most critical flaws in English education is the premature emphasis on reading and writing without first establishing listening and speaking skills. This approach resembles constructing the roof of a building without laying its foundation. As a result, the entire structure remains fragile and ineffective.

Economic Growth vs. Weak Educational Foundations : While Bangladesh has achieved notable economic growth in recent years, this progress has not been matched by improvements in educational quality. Public expenditure on education remains disproportionately low relative to GDP. Consequently, structural development, teacher training, and curriculum modernization have all lagged behind, directly affecting the quality of English education.

The Economics of English Education: An Overlooked Perspective : There exists a mismatch between the cost and utility of English education in Bangladesh. While English is given high importance, its economic valuation is rarely examined. Not all students require the same level of proficiency; advanced English skills are primarily necessary in specific sectors. However, this differentiation is largely absent in policy formulation.

Colonial Legacy and Psychological Conditioning :
The enduring appeal of English is deeply rooted in colonial history. During British rule, English symbolized power and privilege. Even after independence, this perception has not been fully dismantled. Consequently, English p…