ENGLISH SYLLABUS AT THE SSC LEVEL IN BANGLADESH: AN EVALUATION MD ABDUL KARIM RUMAN Lecturer, Department of English, College of Sciences & Arts at Al-Namas, King Khalid University, KSA. Abstract The results Objectives: This research aims— To analyze and evaluate the present syllabus based on CLT approach at the S.S.C level and find its merits that how much it is helpful in teaching and learning English. At the same time, to find out its drawbacks. To find out the causes behind a large number of students who fail in English every year in spite of introducing CLT approach in the recent years. To find out if the teachers are efficient or have training in implementing the syllabus. To explore if teachers and students are interactive enough with each other in CLTA. To provide some necessary recommendations to bring about the changes or modifications required in the syllabus to make it up-to-date and more effective. The investigation shows that the untrained teachers and their lack of competence and responsibility, the students’ fear of English and poor performance, lacking in teacher-student interaction, and some methodological and technological problems and failure of implementing the syllabus properly are the major problems in teaching and learning English at the secondary level of education in Bangladesh. English Syllabus English 1st Paper: S.S.C Distribution of Marks: Part A: Reading Test (Seen Comprehension) 8X5 = 40 Part B: Vocabulary Test 2x10=20 Part C: Writing Test 4x10=40 Total: 100 English 2nd Paper: S.S.C Part A: Grammar: 40 marks (8x5) Part B: Composition: 60 marks Total: 100 Introduction Though CLT (Communicative Language Teaching) approach has been introduced in the S.S.C (Secondary School Certificate) level in Bangladesh, the target language competence in English has not been fulfilled yet. An English learner requires to be expert enough in the four basic language skills—listening, speaking, reading, and writing. But these four skills are not practiced, taught and learned adequately in most of the schools in Bangladesh. This paper explores, analyzes and evaluates minutely the present English syllabus; focusing on its effectiveness in teaching and learning English as well as its shortcomings and required modifications. Conclusion Every teacher should be trained in CLT approach, the teacher-student ratio should be reduced and enough teaching materials should be provided to them, teachers should try to present the new language items, structure and vocabulary clearly in English with an organized lesson plan, students' group work and presentation should be encouraged, viva-voce examination may be introduced to test the speaking skill, field-work related lessons can be included in the text, and some items can be modified in the examination question papers. Hence, all the concerned personalities need to take the necessary steps to design and implement an appropriate English syllabus at the SSC level of education in Bangladesh to achieve the maximal target of communicative-competence in English ultimately. Materials and Methods The entire work is conducted through the questionnaires and interviews with teachers and students of eight schools from both the urban and the rural areas about the current syllabus, its mark distribution, its application and output, its faults and modifications, and the teaching and learning methods. The researcher has used the textbooks as the primary sources and some other books, articles, newspapers, and internet as the secondary sources of information to strengthen the research validity. References Barnes, B.D. (1976). From communicative to curriculum. Penguin Books. Breen, M.P. “Process of syllabuses for the language classroom”. ELT documents 118. P. 75-82. Chowdhury, S.I. (1992). English in Bangladesh (Bangla) in ‘in and outside the garden’. Dhaka: Bidya Prakash. Johnson , k. (1982) . Communicative syllabus design and methodology. Oxford: Pergamon. Krahnke, K. (1987). Approaches to syllabus design for foreign language teaching. Englewood Cliffs, N.J: Prentice-Hall. Munby, J. (1978). Communicative syllabus design. Cambridge University Press. NCTB. (1995). “Report on the National Curriculum and Syllabus”. NCTB, Dhaka. Rahman , A. (2002). “The history and policy of english education in bangladesh.” University of Dhaka. Shahidullah, M. (1999). Towards an appropriate methodology for ELT in Bangladesh. British Council: Dhaka. Shaw, A.M. (2004). English for today: for class 9-10. NCTB, Dhaka.