Transforming ESOL Education for Bangladeshi Women Learners

When Michelle Flatley noticed a troubling pattern in her ESOL classroom, she couldn't ignore what the data was telling her. While Pakistani women in her Entry Level One course were progressing steadily toward examination readiness, their Bangladeshi counterparts—despite starting at similar skill levels—weren't developing the language competencies needed to advance.

This disparity sparked a comprehensive action research project that would challenge conventional ESOL teaching methods and reveal critical insights about culturally responsive language education. Working with twelve women aged 19-26 in Burnley's Stoneyholme area, Flatley embarked on a systematic investigation that would transform her understanding of effective language instruction.

The research uncovered fascinating contradictions to current educational trends. While modern ESOL pedagogy emphasizes learner-centered approaches and independent activities, Bangladeshi women in the study consistently struggled with these methods. Role-play exercises that energized Pakistani students left Bangladeshi learners anxious and reluctant to participate. Partner interviews that sparked confident conversations among some became sources of stress for others.

Through careful observation, data collection, and learner feedback, a different picture emerged. The Bangladeshi women responded more positively to structured, teacher-led activities—approaches that many contemporary educators might consider outdated. Quiz formats and worksheet exercises that provided clear guidance and instruction proved far more effective than open-ended, collaborative tasks.

This groundbreaking study challenges assumptions about "one-size-fits-all" language teaching while highlighting how cultural backgrounds, educational experiences, and social expectations profoundly influence learning preferences. The findings offer practical strategies for educators working with diverse populations and demonstrate the power of reflective practice in addressing educational inequities.

For ESOL practitioners, educational researchers, and anyone interested in culturally responsive teaching, this research provides invaluable insights into creating inclusive learning environments where every student can find their voice.