Instructional Design of Bengali as First Language at Secondary Level in India and Bangladesh with Special Reference to Content Organisation

Abstract

During teaching Bengali as a first language (BFL) in classrooms at the secondary schools in India and Bangladesh, teachers face challenges in the context of changing learners’ needs, digital culture, and diverse classroom backgrounds. This study aims to make a comparative analysis of the content and its organization of the Bengali curriculum as a first language at the secondary level of school education in India and    Bangladesh. Outcome-based objectives of the curriculum, the content and disorganization, designed by the competent authorities of both countries, have been compared, where the Bengali language is used as the mother tongue and the first language as well. Qualitative research methodology is followed in this investigation. The document-based analysis, along with a comparative investigation approach, has been employed to analyse collected data. The major findings of this study suggest that a well-planned instructional design, mainly the organised content of Bengali as the first language at the secondary level, is used in India and Bangladesh. The study recommends that the exchange of experiences and thoughts  between the Bengali curriculum development authorities, such as the Board of Secondary Education in India and the National Curriculum and Textbook Board in Bangladesh, should be enhanced. Furthermore, the Bengali syllabus should be renewed from time to time through regular research-based reviews in both countries.