International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XII, December 2022|ISSN 2454-6186
Theodore Sourav Palma
Lecturer, Dept. of English, Notre Dame University Bangladesh, Bangladesh
Abstract: This study examines the goals and achievements of Intensive Language Courses (ILC) at Private Universities in Bangladesh. It focuses on how the students develop four linguistic skills— the art of critical reading, elegant writing, fluent speaking, and empathic listening; their performance in appearing for the examination and professionally dealing with the public audience. It also emphasizes how effectively the learners acquire communicative competence in English and the challenges they face in learning it. The researcher has followed the descriptive method for collecting qualitative and quantitative data. Besides, the researcher has employed questionnaires and interview methods to determine the objectives, findings, and limitations of ILC. The paper highlights the expert suggestions to learners and why they must follow the ILC to foster a strong local, regional and global network; develop professionalism in academic, corporate, and social life. Finally, based on the findings, the study intends to provide recommendations to ensure the effective implementation of ILC at Private Universities in Bangladesh.
Key Words: Communicative Competence, Goals and Achievements, Intensive Language Course, Linguistic Skills
I. INTRODUCTION
The foundation of the British Council in 1934—the world’s largest English Language Teaching Organization— set the Intensive Language Course (ILC) journey globally. Its overseas network extends to 233 locations in over 100 countries, and there are 70 British Council Teaching Centers to conduct IELTS courses. To spread the English language and culture in Bangladesh, they established it in 1967, then East Pakistan. Since then, they have introduced ILC along with other linguistics courses. To develop communicative competence in English at the graduate level in Bangladesh, private universities also introduced ILC in 1992. This course aims to provide intensive language instruction to those students admitted to universities without acquiring basic language skills and help them perform better in their respective faculty programs. After completing the ILC in the first semester, students not only attain a high level of linguistic proficiency but also develop various study skills essential for active participation in academic tasks and tests at the university.
Different universities have named ILC differently: in North South University- Academic English I & II and Introduction to Composition; in East West University- Introduction to English and Writing Skill in English; in BRAC University- Basic English; in Independent University- Introduction to English: