International Journal of Arts and Humanities

Effectiveness of Teacher Talk in English and Bangla Medium Schools of Bangladesh: A Comparative Study

Abstract

This research investigates the perceptions of students and teachers regarding the effectiveness of teacher talk in English and Bangla medium schools in Bangladesh. Employing mixed methods, including surveys among 113 students and 20 teachers, classroom observations through focus groups, and reading comprehension assessments, the study explores how teacher talk varies across mediums and its impact on learner engagement and autonomy. The findings reveal that Bangla medium students tend to depend heavily on teacher guidance, valuing extensive, feature-rich teacher talk, while English medium students demonstrate a preference for autonomy, engaging in less teacher talk and more peer interaction. The study underscores that the effectiveness of teacher talk is context-dependent and offers pedagogical implications for optimizing classroom interaction tailored to learners’ needs.

Keywords: Teacher talk, Learner engagement, English and Bangla, Pedagogical implications