Haider, M. Z. H. (2012). Extensive Reading in EFL Classroom at Secondary Schools in Bangladesh: Current Practices and Future Possibilities. International Education Studies, 5(3), 126-134.
It is an undeniable fact that the ability to read in a foreign or second language is one of the essential skills required of people living in multilingual and international settings. The fact that different readers read a text with different purposes has led to the innovation of a variety of approaches or methods which are being practiced in many foreign or second language learning contexts.
ER is mentioned in the curriculum, many of its specific features (such as what books to teach or how to teach) are not spelt out in details. As a result, the way ER is being practiced in the classes does not conform to the best practices for teachers and learners.
The use of extensive reading for developing students’ language skills is a relatively new phenomenon in the teaching-learning context of Bangladesh. The teachers, the curriculum experts as well as the testing authority have a concerted role to play for making extensive reading an effective means of teaching English at the secondary schools of Bangladesh. This study throws some lights on the current practices of dealing with extensive reading in Bangladeshi junior secondary schools.