The study focuses on the implementation of communicative English language curriculum reform of four secondary school teachers in Bangladesh. The study is explorative, interpretive, and qualitative in nature. A phenomenology approach, under the qualitative method, was adopted to explore how teachers experience the phenomenon of communicative language teaching (CLT) based curriculum reform. The classroom practices of CLT curriculum were observed for one week for each teacher. Teachers' beliefs regarding the curriculum reform were explored through a semi-structured interview. The finding of the study revealed the existing mismatch between curriculum intention and implementation. The study reflected on the teachers' views of their being teachers and how it enacts with the curriculum. Teachers' prior beliefs regarding English teaching and learning and their practices are found to be barriers to implement the curriculum. Numerous factors such as assessment, lack of teacher training and lack of learners' ability contributed to the phenomenon. Nevertheless, the study shed light on the limited implementation of the CLT reform in the context of Bangladesh, since the cognitive and contextual realities of teachers' work were not taken into consideration while reforming the curriculum. Since then, he has been a full time academic, attaining wide expertise in teaching English to a diverse range of professionals over a span of 24 years. His area of interest includes ESAP, bilingualism, politics of language, culture & gender aspects in ELT, Business Communication etc. and has published articles and book chapters in national and international journals.

There have been a good number of research studies on ‘engaged reading’ in general but not much literature is known about the ‘engaged reading’ that makes connections between theory and practice with special reference to ESL/EFL teachers. Hence, this paper aims to examine the efficacy of engaged reading and shows how it can be facilitated through mass awareness among the ESL or EFL teachers. Teachers’ adequate knowledge and perception about engaged reading can only ensure the implementation of it as a means of learning by owning the language thus creating a real attachment to it. This article uses a qualitative research method that exclusively uses the relevant secondary references/works available on the topic. The literature revealed that attitudes and strategy instruction of teachers in the classroom play a significant role in terms of increasing the learners’ motivation for reading with interest and their reading engagement for better academic achievement. The paper finally demonstrates how teachers with the best of their potential and concentration can immensely contribute to the growth of a reader to be an engaged reader.