Conducting ESL classes in the University Framework

My Experience with Undergraduate Engineering Students in Bangladesh

Teaching English as a Second Language (TESOL)  to undergraduate students in a country like Bangladesh has unique challenges. These students, typically high-intermediate to advanced-level learners,  have been learning English academically for over 12 years. However, despite this exposure, many still struggle to master fluency in a way that benefits their higher educational and professional careers. In my experience, this challenge is from both ends: compounded by teaching anxieties, the tendency for students to jump into their first language (Bengali), and a lack of time and motivation due to their overwhelming academic load. However, I’ve sorted out effective ways to overcome these obstacles with well-researched and more structural lesson plans, engaging activities, and building positive student-teacher relationships.

 High-Intermediate Students with an intensive academic load

The students in my classroom had studied English since primary school, yet their proficiency often plateaued at a high intermediate level. This is a common scenario, especially when English is treated more as an academic subject than a tool for active communication. Engineering students approached English less intensively than their core technical academic subjects. However, many of them were highly interested. They tended to receive more exposure outside their class. Yet, many of them used to treat it as a lighter subject to get passing scores rather than taking it as an opportunity to learn communicative skills essential to their careers. They could comprehend complex texts and produce grammatically correct sentences. Still, many struggled with confidence and fluency while speaking, particularly in professional or academic contexts like PowerPoint presentations in front of a large class of 120 students.

Therefore, I improved their linguistic abilities and made them recognize the importance of communicative English in their future professional roles. Engineering is a field that demands global communication, and yet, despite this necessity, convincing the students of its importance was only sometimes accessible.

Teaching Anxieties:  Adult Learners

Teaching adult learners in a field like engineering comes with its own set of anxieties. Unlike younger students, adult learners often seem more critical about their learning process and possible outcomes. They tend to raise their hands and question the relevance of specific lessons, especially when they do not immediately see the connection between language skills and their technical studies.

In Bangladesh, the cultural norms regarding respect for teachers are powerful, but this respect does not necessarily mean engagement or enthusiasm. That hidden pressure on a newly graduated teacher to meet their academic requirements made me question whether I was reaching them effectively. Moreover, the fact that they had been learning English for so long often led me to overthink certain things.

Monolingual Classrooms and Uncontrolled Use of Native Language

In Bangladesh, more than 95% of classrooms are monolingual, predominantly using Bangla. This dynamic often made it difficult for me to maintain an English-only environment, as students frequently jump into their first language, especially when discussing with their classmates. Even if they are in an English lab and are supposed to use English for their activities, they tend to use Bangla as it is their comfort language, and no language is needed. The switch was usually unconscious and spontaneous.

Teaching English in the Face of a Heavy Academic Load

One of my biggest challenges was dealing with students struggling with a heavy academic load. Engineering is an intense field of study, and for many students, English seems an unnecessary distraction from their core studies. They often looked exhausted from their other classes and assignments, meaning motivating them to focus on English was a constant challenge.

 Exciting Lesson Plans and Activities

The key to overcoming these challenges was developing lesson plans that proved more engaging and relevant. I incorporated more dynamic activities, such as role-playing, problem-solving tasks, and other engaging group tasks, to help them cope with this new journey of learning communicative English.

Building a Friendly Bond with the Students

When students feel comfortable and willingly participate in class, this unhesitating active participation ultimately helps them learn. I tried to get to know them individually, discussing their interests and academic and personal life challenges, creating trust and mutual respect.

In conclusion, teaching TESOL to engineering students in Bangladesh has been a lifetime experience. One of the takeaways from my teaching career is that the key to success mainly relies upon the adequate bonding we can create with our students while integrating them into the academics throughout the program.