English

These researches do not reflect the environment of Bangladesh, because the position Rosetta Stone of English Language in Bangladesh is not same like these countries. Even with the most nearest neighbouring country India. In a small country like Bangladesh, the scope of using other language instead English was very limited from emotional and utilitarian point of view. India is a vast country having a huge variation of language difference, Malaysia, Taiwan, Singapore these types of developing countries have to depend on their tourism and resources and people from different countries have migrated over there. Naturally, as a part of their integration and political unity, English has been chosen emphatically. So, the scenario is quite different in Bangladesh. But the things are changing with the emphasis given by the government emphasizing on a new era of using skilled manpower as well as exploring the scope of multinational jobs. Now time has come to reconsider English language teaching approach in Bangladesh, because undergraduate syllabuses do not reflect the Communicative Language Teaching Approach rather these still reflect the structural approach. The rise of so many local and foreign English skills training centers are indications of that. If the policy makers would give attention, FM method, Saifurs, Mentors etc. could not promote the language courses as the replacement to the undergraduate English courses of universities. English is needed in Bangladesh not solely for internal use, rather mostly for international use. Bangladesh, as an underdeveloped and overpopulated country of the third world can make her human resources useful in the world perspective, where she is still facing a hard competition and sometimes lagging behind in terms of knowing useful communicative English. The recent government policies can accelerate the Bangladeshi linguists' endeavours in innovating a right approach in the right moment. The approaches to be implemented in Bangladesh should be based on local conditions considering the practical factors.Significance of the Studyangladeshi students are learning English from utilitarian point of view, rather than integrative motivation' (Asian EFL Journal, June, 2005). So, it is necessary to find out Rosetta Stone English the appropriate approach for Bangladeshi students. It involves to analyze the feasible texts and techniques befitting Bangladeshi socioeconomic perspectives because n approach is a set of corelative assumptions dealing with the nature of language teaching and learningt describes the subject matter to be taughthere method is an overall plan' (Richards amp; Rogers, p1430, 2002)The history of English teaching in Bangladesh is rather less smooth in comparison to that with neighboring countries as it had to face some problems. Before the independence of Bangladesh, status of English language was tagged with the crucial policy taken by the authority who tried to impose their mother tongue as national language of Bangladesh. So, the attention of the Bangladeshi educational policy makers was to stay with Bangla language, perhaps, they didn't find the ample scope to improve the English or could not go for researches as the concentration was from emotional point of view. After liberation in 1971, the scenario started changing. After the freedom war of 1971, Bangladeshi curriculum in undergraduate levels were mostly based on English as Urdu was hated, and Bangla text books were not prepared in a large scale. So, the importance was given on GrammarTranslation method as the policy makers were influenced and preoccupied by structural methods. The syllabuses of secondary, higher secondary and undergraduate levels were influenced purely based on by the extracts or texts from English literature and language ruled by grammar. World trend of CLT was almost absent in that time. The emotional implement of he Bangla Procholon Ain1987' was a shock to the progress of English. It actually restricted the use of English in any type of official communication and correspondences and thus English was ignored from the sociocultural domain. The policy makers were influenced by the BPA act, 1987 because it influenced as ackground to the policy decisions and the current status of English' (Banu amp; Sussex, 2001). The Rosetta Stone Arabic necessity of learning English language was felt tremendously and so, in the year 1989, English was introduced as a compulsory subject in colleges and universities covering the Higher Secondary and Undergraduate syllabuses.