A framework for Maritime English language planning in Bangladeshi maritime education and training institutes

Abstract

The employment prospects for Bangladeshi seafarers in the global maritime industry have increased following several recognitions by international maritime regulatory bodies. To maintain the reputation of supplying competent English-speaking seafarers, the MET (Maritime Education and Training) institutes in Bangladesh require adopting a language policy and planning of Maritime English, as no such efforts have been made in this region. Therefore, this paper aims to draw lessons for the teaching and learning of English in maritime institutions in Bangladesh. Maritime institutions around the world have been unable to reach a consensus on the assessment methods, curriculum design, appropriate teaching materials, teaching methods, and qualifications of ME teachers. This paper addresses these areas of controversies through a language planning framework provided by Kaplan and Baldauf (Language and language-in-education planning in the Pacific Basin, Springer, Dordrecht, 2003). Through an integrative review, this paper advocates developing the communicative competence for the maritime students, giving equal emphasis on maritime and general English skills, being eclectic with the diverse selection of newer methods of teaching English, the creation of a unified curriculum, and the preparation of materials that meet the needs and cultural relevance of learners, setting qualifications for English teachers in the maritime sector, and adding a descriptor to the assessment system. The proposed language planning framework based on existing global practices will help the MET institutes in Bangladesh standardize their training and produce more efficient English-speaking seafarers.

Cultural and Linguistic Challenges in Global Maritime Education (Navigating English Usage)

“…Analysis of Research and Professionalism in Maritime Education In addition to aligning with international maritime standards, the research findings offer valuable insights into the evolving landscape of maritime education and the professional competencies required within the industry. The identification of varied English proficiency levels among junior cadets highlights the need for tailored language training programs to address diverse proficiency levels and ensure compliance with STCW language proficiency requirements [37], [38]. Moreover, the communication challenges reported by participants emphasize the importance of targeted language instruction focused on technical terminology, integrating theoretical knowledge with practical application to enhance operational proficiency among junior cadets.…”

A 40-Year Bibliometric Analysis of Maritime English Research: Insights and Implications

“…A competent ME teacher needs to have the professional knowledge of a certain subject system, the knowledge of education and psychology necessary, as well as the ontology knowledge of the English language as the main information medium in the whole course implementation process. Therefore, compared with the teaching of other subjects, most teachers think that ME teaching is time-consuming and laborious because of the large amount of lesson preparation and the dual requirements of navigation specialty and language for teachers [54,55]. Research papers on ME teacher education and related education policies are relatively rare, which cannot guide teaching practice systematically and effectively.…”

Needs Analysis of English Course for Cadets at Nusantara Maritime Academy Banjarmasin

“…The Lecturer acknowledges that displaying the movie is beneficial. The argument is not difficult to comprehend and is basic (Ahmmed, 2021). Lecturers are aware that dialogue is not drawn from the source but rather from the experiences and ideas of the researchers.…”

“…It is common for graduates and cadets of MET to be unable to communicate well in English. According to Ahmmed (2021), current and former cadets and graduates of the Maritime English Test (MET) still have inadequate language skills. In many cases, the English competence of MET's international cadets and graduates was inferior to that of MET's cadets and alumni.…”