Are our univs producing graduates with enough English language skills?

Bangladesh's ambition to become a globally competitive economy rests heavily on its university graduates. For these young professionals, English is not just another subject; it is the essential tool for accessing international research, securing high-value jobs, and pursuing higher education abroad. Recognising this, the government has long directed that university courses be taught in English. However, a significant problem persists: many university teachers struggle to use English confidently in the classroom, and the system itself fails to provide students with the practical communication skills they desperately need. This is not a failure of individuals, but a systemic challenge that demands urgent attention.

The systematic issue: The reluctance of many university teachers to use English is often a symptom of a larger, systemic issue, not a personal failing. It stems from a deep-seated inertia within the education structure. When a teacher, whose own training may have lacked a focus on spoken English, is expected to lecture entirely in the language, they often default to Bengali. This choice, while understandable for comfort, unfortunately breaks the educational promise.

The core issue is that English is a skill, and skills require practice. When the person leading the class avoids using the language, students lose the vital opportunity for immersive listening and speaking practice. This creates a cycle where the next generation of graduates-and potentially, the next generation of academics-also lack the necessary fluency. The system, by not adequately preparing and supporting its educators, is inadvertently setting them up for this linguistic avoidance.

The missing link— practical communication skills: The most significant failure of the current university model is its inability to develop basic English communication skills in speaking and writing. Students are introduced to English at the tertiary level, often after years of rote learning, but without the necessary range of interactive activities that build real-world competence.

In many university departments, the curriculum relies heavily on traditional lectures and written exams. Essential activities that build confidence and fluencysuch as presentations, group discussions, and case studies are either optional or entirely absent. This lack of varied, interactive pedagogy is the missing link. These activities are not just teaching methods; they are the practical vehicles for students to practise English with their peers, overcome shyness, and develop crucial interpersonal skills.

The result is a graduate who may understand complex concepts from an English textbook but cannot articulate them clearly in a job interview or a professional meeting. This deficiency is a major barrier to employment. Employers, both local and global, consistently point to poor English communication as a key reason why otherwise qualified graduates are overlooked.

The national skills gap and regional disparity:

The consequences of this systemic failure are reflected in national data. While Bangladesh has seen some improvement, its overall English proficiency remains in the 'Low Proficiency' band according to the EF English Proficiency Index (EPI) [1]. This low national score highlights a skills gap that is most damaging at the point of graduation.

The situation is particularly concerning when compared to neighbouring nations. In many parts of South Asia, and certainly in Southeast Asia, a culture of English usage is established much earlier, leading to a higher baseline of fluency. It is a national embarrassment that in some of these countries, even school students can speak English with greater confidence than many of our university graduates. This is a clear sign that the quality assurance in our tertiary education system is fundamentally broken.

A call for systemic reform and accountability:

To fix this, the focus must shift from blaming individuals to reforming the system. The government, through the University Grants Commission (UGC) and course inspectors, must ensure that the English-medium curriculum is actively implemented.

The path forward requires a clear commitment to change:

n Mandatory interactive learning: University authorities must overhaul course design to make interactive activities mandatory. Every course should include assessed components like student presentations, group projects, and case study analyses. This forces students to practise English and develop collaborative skills.

n Support for educators: Instead of criticism, teachers need targeted support. Mandatory, practical English language training, focused on academic communication, must be provided to all faculty. This training should be seen as an investment in their professional development.

n Enforce the medium of instruction: University leadership must actively monitor and ensure that lectures are delivered in English. This is not about being punitive, but about creating the necessary immersive environment for students to succeed.

By making practical English communication and interactive skills a central part of the university experience, Bangladesh can equip its youths to compete effectively on the global stage. This is a necessary investment in the nation's future prosperity.

rounak.marium@gmail.com