Evaluating the Grade 6 English Textbook in Bangladesh’s Competency-Based Curriculum: A Step Towards Revitalizing Secondary Education

Abstract

This study critically evaluates the Grade 6 English textbook English for Today within the framework of Bangladesh’s competency-based curriculum. It examines the extent to which curriculum intentions are translated into classroom practice and explores stakeholder experiences involving teachers, students, and parents. Using a qualitative research design and semi-structured interviews, the study reveals a partial alignment between policy goals and pedagogical implementation. While the curriculum successfully promotes communicative competence and learner engagement, persistent challenges such as inadequate teacher training, resource scarcity, large class sizes, and an imbalance between fluency and accuracy hinder effective implementation. Grounded in Gross’s curriculum implementation theory and constructivist learning principles, the study argues that curriculum reform alone is insufficient without systemic transformation in teacher development, assessment practices, and resource equity. The findings contribute to ongoing debates on language curriculum reform in developing educational contexts.