{"id":8305,"date":"2025-11-24T18:50:28","date_gmt":"2025-11-24T12:50:28","guid":{"rendered":"https:\/\/www.ebtd.education\/?page_id=8305"},"modified":"2025-11-24T18:55:50","modified_gmt":"2025-11-24T12:55:50","slug":"%e0%a6%ad%e0%a6%be%e0%a6%b7%e0%a6%be-%e0%a6%af%e0%a7%8b%e0%a6%97%e0%a6%be%e0%a6%af%e0%a7%8b%e0%a6%97","status":"publish","type":"page","link":"https:\/\/www.ebtd.education\/bd\/%e0%a6%97%e0%a6%ac%e0%a7%87%e0%a6%b7%e0%a6%a3%e0%a6%be-%e0%a6%95%e0%a7%87%e0%a6%a8%e0%a7%8d%e0%a6%a6%e0%a7%8d%e0%a6%b0-%e0%a6%ac%e0%a6%bf%e0%a6%a8%e0%a6%be%e0%a6%ae%e0%a7%82%e0%a6%b2%e0%a7%8d%e0%a6%af\/%e0%a6%aa%e0%a7%8d%e0%a6%b0%e0%a6%be%e0%a6%a5%e0%a6%ae%e0%a6%bf%e0%a6%95-%e0%a6%ac%e0%a6%9b%e0%a6%b0%e0%a7%87%e0%a6%b0-%e0%a6%95%e0%a6%be%e0%a6%a0%e0%a6%be%e0%a6%ae%e0%a7%8b\/%e0%a6%ad%e0%a6%be%e0%a6%b7%e0%a6%be-%e0%a6%af%e0%a7%8b%e0%a6%97%e0%a6%be%e0%a6%af%e0%a7%8b%e0%a6%97\/","title":{"rendered":"\u09ad\u09be\u09b7\u09be \u0993 \u09af\u09cb\u0997\u09be\u09af\u09cb\u0997"},"content":{"rendered":"\n\t\t<div id=\"fws_69fe054e80018\"  data-column-margin=\"default\" data-midnight=\"dark\"  class=\"wpb_row vc_row-fluid vc_row\"  style=\"padding-top: 0px; padding-bottom: 0px; \"><div class=\"row-bg-wrap\" data-bg-animation=\"none\" data-bg-animation-delay=\"\" data-bg-overlay=\"false\"><div class=\"inner-wrap row-bg-layer\" ><div class=\"row-bg viewport-desktop\"  style=\"\"><\/div><\/div><\/div><div class=\"row_col_wrap_12 col span_12 dark left\">\n\t<div  class=\"vc_col-sm-12 wpb_column column_container vc_column_container col no-extra-padding inherit_tablet inherit_phone \"  data-padding-pos=\"all\" data-has-bg-color=\"false\" data-bg-color=\"\" data-bg-opacity=\"1\" data-animation=\"\" data-delay=\"0\" >\n\t\t<div class=\"vc_column-inner\" >\n\t\t\t<div class=\"wpb_wrapper\">\n\t\t\t\t\n\t<div class=\"wpb_raw_code wpb_raw_html wpb_content_element\" >\n\t\t<div class=\"wpb_wrapper\">\n\t\t\t<!-- 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.ey-related {\r\n      margin-top: 2.3rem;\r\n      margin-bottom: 2rem;\r\n      padding: 1.75rem 1.5rem;\r\n      border-radius: 14px;\r\n      border: 1px solid #d6ecdf;\r\n      background: #f6faf7;\r\n    }\r\n\r\n    #ey-language .ey-related h2 {\r\n      margin-top: 0;\r\n      font-size: 1.3rem;\r\n    }\r\n\r\n    #ey-language .ey-related ul {\r\n      margin: 0.4rem 0 0.2rem 1.1rem;\r\n    }\r\n\r\n    #ey-language .ey-related a {\r\n      text-decoration: underline;\r\n      text-decoration-thickness: 1px;\r\n      text-underline-offset: 3px;\r\n    }\r\n\r\n    \/* CTA \/ newsletter *\/\r\n    #ey-language .ey-cta {\r\n      margin-top: 0.5rem;\r\n      padding: 1.75rem 1.5rem 1.5rem;\r\n      border-radius: 14px;\r\n      background: linear-gradient(135deg, #0f172a 0%, #16203a 100%);\r\n      color: #ffffff;\r\n    }\r\n\r\n    #ey-language .ey-cta *,\r\n    #ey-language .ey-cta p,\r\n    #ey-language .ey-cta h2,\r\n    #ey-language .ey-cta div {\r\n      color: #ffffff !important;\r\n    }\r\n\r\n    #ey-language .ey-cta h2 {\r\n      margin-top: 0;\r\n      margin-bottom: 0.6rem;\r\n      font-size: 1.25rem;\r\n      color: #ffffff;\r\n    }\r\n\r\n    #ey-language .ey-cta p {\r\n      margin: 0.35rem 0;\r\n      font-size: 0.95rem;\r\n      max-width: 640px;\r\n      line-height: 1.65;\r\n      opacity: 0.95;\r\n      font-weight: 400;\r\n    }\r\n\r\n    #ey-language .ey-cta a {\r\n      color: #bef264;\r\n      text-decoration: underline;\r\n      text-decoration-thickness: 1px;\r\n      text-underline-offset: 3px;\r\n    }\r\n  <\/style>\r\n\r\n  <div class=\"ey-wrap\">\r\n\r\n    <!-- Hero -->\r\n    <header class=\"ey-hero\">\r\n      <img decoding=\"async\" data-src=\"https:\/\/www.ebtd.education\/wp-content\/uploads\/2025\/09\/EarlyYears1.webp\"\r\n           alt=\"Young children in Bangladesh talking and playing together in an early years classroom\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" class=\"lazyload\" style=\"--smush-placeholder-width: 1024px; --smush-placeholder-aspect-ratio: 1024\/1024;\">\r\n      <div class=\"ey-hero-inner\">\r\n        <div class=\"ey-hero-kicker\">Early Years Framework \u00b7 Language<\/div>\r\n        <h1>Language and communication<\/h1>\r\n        <p class=\"ey-hero-sub\">\r\n          Why spoken language in Bangla and English is the foundation of learning in the early\r\n          years, and how Bangladeshi classrooms can use talk, story and interaction to build\r\n          powerful thinkers and confident communicators.\r\n        <\/p>\r\n      <\/div>\r\n    <\/header>\r\n\r\n    <!-- Intro \/ Evidence foundations -->\r\n    <section class=\"ey-intro\" aria-labelledby=\"ey-intro-heading\">\r\n      <h2 id=\"ey-intro-heading\">1. Evidence foundations: why language comes first<\/h2>\r\n      <p>\r\n        Across international research, one finding appears again and again: children&rsquo;s early\r\n        spoken language is one of the strongest predictors of later success in reading, writing,\r\n        mathematics and wider learning. Long before children learn to read or write, they are\r\n        building mental structures through talk \u2013 understanding meanings, organising ideas,\r\n        making connections, developing self-regulation and learning how to reason.\r\n      <\/p>\r\n      <p>\r\n        Vocabulary knowledge, oral comprehension and the ability to express ideas clearly are\r\n        closely linked to later outcomes in reading comprehension, writing quality, problem-solving\r\n        in mathematics and academic confidence. Crucially, language develops through interaction,\r\n        not through copying words from the board. Children build strong language through\r\n        back-and-forth talk, storytelling, questioning and explanation, with adults modelling rich\r\n        language and giving children regular opportunities to express their thinking.\r\n      <\/p>\r\n      <p>\r\n        In this sense, language in the early years is not just one subject among many. It is the\r\n        medium through which all other learning happens. This idea sits at the heart of EBTD&rsquo;s\r\n        <strong>Classroom Talk \u2013 Early Years<\/strong> work and underpins the language and communication\r\n        strand of the Early Years Framework.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- Why this matters in BD -->\r\n    <section aria-labelledby=\"ey-bd-heading\">\r\n      <h2 id=\"ey-bd-heading\">2. Why this matters in Bangladesh<\/h2>\r\n      <p>\r\n        In many Bangladeshi early years classrooms, language development is either misunderstood\r\n        or reduced to narrow routines. Common patterns include children repeating English words\r\n        without understanding, heavy emphasis on alphabet recognition over oral language, limited\r\n        opportunities for children to speak in class, long teacher monologues and choral responses,\r\n        and a focus on correction rather than expansion of children&rsquo;s language.\r\n      <\/p>\r\n      <p>\r\n        In some settings, spoken Bangla is treated as a barrier instead of a resource. This is\r\n        deeply problematic. Research shows that strong first-language development supports,\r\n        rather than blocks, additional language learning. When children build strong oral Bangla,\r\n        their thinking becomes clearer, their vocabulary deepens, and their capacity for abstraction\r\n        grows \u2013 all of which make it easier to learn English meaningfully later. When Bangla is weak,\r\n        English often becomes empty memorisation.\r\n      <\/p>\r\n      <p>\r\n        In Bangladesh specifically, language development is critical because many children are\r\n        first-generation school learners, exposure to rich adult language is uneven, class sizes\r\n        limit individual speaking opportunities and tuition-driven learning reduces natural talk and\r\n        exploration. If early language is not prioritised, later literacy, classroom participation and\r\n        academic confidence are all weakened. Language is the gate through which everything else\r\n        must pass. If the gate is weak, the whole system struggles.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- Bangla first \/ English second -->\r\n    <section aria-labelledby=\"ey-bangla-heading\">\r\n      <h2 id=\"ey-bangla-heading\">3. Bangla first, English second: sequencing language without harm<\/h2>\r\n      <p>\r\n        One of the most important principles in this framework is that strong Bangla foundations\r\n        should come before heavy English instruction. This does not mean neglecting English. It\r\n        means sequencing language development intelligently.\r\n      <\/p>\r\n      <p>\r\n        In early years settings:\r\n      <\/p>\r\n      <ul>\r\n        <li>Bangla should be the main language of explanation, interaction and emotional connection.<\/li>\r\n        <li>Children should be encouraged to express ideas fully in Bangla, not just repeat short phrases.<\/li>\r\n        <li>English should be introduced gradually as vocabulary and exposure, not as a replacement for Bangla thinking.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        A child who can explain something clearly in Bangla \u2013 for example, why a character in a\r\n        story is happy or sad \u2013 will later understand English translations much more deeply. A child\r\n        who only memorises \u201cHe is playing with a ball\u201d has language with no thinking behind it, and\r\n        that is a serious long-term disadvantage.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- What this looks like in practice -->\r\n    <section aria-labelledby=\"ey-practice-heading\">\r\n      <h2 id=\"ey-practice-heading\">4. What this looks like in practice<\/h2>\r\n      <p>\r\n        In a language-rich early years classroom, an observer would see patterns very different\r\n        from traditional, worksheet-driven practice:\r\n      <\/p>\r\n      <ul>\r\n        <li>Children speak more than the teacher over the course of the day.<\/li>\r\n        <li>Teachers pause regularly to give children time to think and respond.<\/li>\r\n        <li>Conversations happen about experiences, stories and problems \u2013 not only instructions.<\/li>\r\n        <li>Storytelling, role-play and shared talk are daily features, not occasional extras.<\/li>\r\n        <li>Adults expand children&rsquo;s ideas instead of shutting them down with quick corrections.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        For example, a child says, \u201c\u0993\u0987 \u0997\u09be\u09dc\u09bf\u099f\u09be \u09ad\u09be\u0999\u09be\u0964\u201d Instead of simply correcting, the teacher\r\n        responds, \u201c\u09b9\u09cd\u09af\u09be\u0981, \u0997\u09be\u09dc\u09bf\u099f\u09be \u09ad\u09be\u0999\u09be, \u09ae\u09a8\u09c7 \u09b9\u099a\u09cd\u099b\u09c7 \u099a\u09be\u0995\u09be\u09b0\u099f\u09be \u0996\u09c1\u09b2\u09c7 \u0997\u09c7\u099b\u09c7\u0964 \u09a4\u09c1\u09ae\u09bf \u09ae\u09a8\u09c7 \u0995\u09b0\u09cb, \u098f\u0996\u09a8 \u0986\u09ae\u09b0\u09be \u0995\u09c0\u09ad\u09be\u09ac\u09c7\r\n        \u09a0\u09bf\u0995 \u0995\u09b0\u09a4\u09c7 \u09aa\u09be\u09b0\u09bf?\u201d The child&rsquo;s language is extended and their thinking is pushed further.\r\n      <\/p>\r\n      <p>\r\n        Teachers also talk about pictures before reading, discuss experiences before writing and\r\n        encourage children to explain their answers rather than just state them. Questioning moves\r\n        beyond \u201c\u098f\u0987\u099f\u09be \u0995\u09c0?\u201d towards \u201c\u09a4\u09c1\u09ae\u09bf \u0995\u09c0\u09ad\u09be\u09ac\u09c7 \u09ac\u09c1\u099d\u09b2\u09c7?\u201d and \u201c\u09af\u09a6\u09bf \u098f\u099f\u09be \u09a8\u09be \u09b9\u09a4\u09cb \u09a4\u09be\u09b9\u09b2\u09c7 \u0995\u09c0 \u09b9\u09a4\u09cb?\u201d \u2013 talk that\r\n        supports reasoning, not just naming.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- Vocabulary-rich classrooms + tools -->\r\n    <section aria-labelledby=\"ey-vocab-heading\">\r\n      <h2 id=\"ey-vocab-heading\">5. Creating vocabulary-rich classrooms<\/h2>\r\n      <p>\r\n        Vocabulary does not grow from word lists alone. It grows from stories, games, routines and\r\n        meaningful use. In Bangladeshi early years classrooms, vocabulary development should\r\n        focus on high-frequency, meaningful Bangla words, story language from books and folk\r\n        tales, language of emotion, actions and thinking, and simple English vocabulary linked to\r\n        real contexts rather than drilling.\r\n      <\/p>\r\n      <p>\r\n        Everyday opportunities for vocabulary include:\r\n      <\/p>\r\n      <ul>\r\n        <li>During play \u2013 describing actions, objects and intentions.<\/li>\r\n        <li>During stories \u2013 talking about feelings, motives and consequences.<\/li>\r\n        <li>During routines \u2013 explaining processes (\u201c\u0986\u09ae\u09b0\u09be \u098f\u0996\u09a8 \u09b9\u09be\u09a4 \u09a7\u09c1\u099a\u09cd\u099b\u09bf \u0995\u09be\u09b0\u09a3...\u201d).<\/li>\r\n        <li>During problem-solving \u2013 asking children to explain what they think will happen next.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        Effective early years classrooms in Bangladesh should feel language-saturated rather than\r\n        worksheet-saturated: word-rich, not exam-only.\r\n      <\/p>\r\n\r\n      <h3>6. Practical tools and strategies<\/h3>\r\n      <p>\r\n        Schools and teachers can begin shifting practice through a small number of focused\r\n        routines.\r\n      <\/p>\r\n\r\n      <h3>6.1 Daily Talk Time<\/h3>\r\n      <p>\r\n        Set aside 10\u201315 minutes each day solely for structured talk:\r\n      <\/p>\r\n      <ul>\r\n        <li>Show a picture from a book, local scene or classroom object.<\/li>\r\n        <li>Ask children to describe what they see in full Bangla sentences.<\/li>\r\n        <li>Encourage multiple children to contribute and build on each other.<\/li>\r\n        <li>Gently introduce a few English words linked to the meaning, not in isolation.<\/li>\r\n      <\/ul>\r\n\r\n      <h3>6.2 Expand, don\u2019t only correct<\/h3>\r\n      <p>\r\n        When children speak, avoid rushing to correct grammar. Instead, repeat their sentence\r\n        correctly and slightly expand it:\r\n      <\/p>\r\n      <ul>\r\n        <li>Child: \u201c\u09b8\u09c7 \u09aa\u09dc\u09c7 \u0997\u09c7\u099b\u09c7\u0964\u201d<\/li>\r\n        <li>Teacher: \u201c\u09b9\u09cd\u09af\u09be\u0981, \u09b8\u09c7 \u09aa\u09dc\u09c7 \u0997\u09c7\u099b\u09c7 \u0995\u09be\u09b0\u09a3 \u09b8\u09c7 \u0996\u09c1\u09ac \u099c\u09cb\u09b0\u09c7 \u09a6\u09cc\u09dc\u09be\u099a\u09cd\u099b\u09bf\u09b2\u0964\u201d<\/li>\r\n      <\/ul>\r\n      <p>\r\n        This approach supports both confidence and accuracy without shutting children down.\r\n      <\/p>\r\n\r\n      <h3>6.3 Story-based language sessions<\/h3>\r\n      <p>\r\n        Use short stories every day:\r\n      <\/p>\r\n      <ul>\r\n        <li>Read or tell the story slowly, in Bangla with clear expression.<\/li>\r\n        <li>Ask prediction questions: \u201c\u098f\u0996\u09a8 \u0995\u09c0 \u09b9\u09a4\u09c7 \u09aa\u09be\u09b0\u09c7 \u09ac\u09b2\u09c7 \u09a4\u09c1\u09ae\u09bf \u09ad\u09be\u09ac\u09cb?\u201d<\/li>\r\n        <li>Invite children to retell parts of the story in their own words.<\/li>\r\n        <li>Connect the story to children&rsquo;s real experiences (\u201c\u09a4\u09cb\u09ae\u09be\u09a6\u09c7\u09b0 \u0995\u0996\u09a8\u0993 \u098f\u09ae\u09a8 \u09b2\u09c7\u0997\u09c7\u099b\u09c7?\u201d).<\/li>\r\n      <\/ul>\r\n\r\n      <h3>6.4 Active questioning<\/h3>\r\n      <p>\r\n        Move beyond closed questions with one-word answers. Use prompts like:\r\n      <\/p>\r\n      <ul>\r\n        <li>\u201c\u09a4\u09c1\u09ae\u09bf \u0995\u09c0\u09ad\u09be\u09ac\u09c7 \u09ac\u09c1\u099d\u09b2\u09c7?\u201d<\/li>\r\n        <li>\u201c\u0986\u09b0 \u0995\u09c0 \u09b9\u09a4\u09c7 \u09aa\u09be\u09b0\u09a4?\u201d<\/li>\r\n        <li>\u201c\u09a4\u09c1\u09ae\u09bf \u09b9\u09b2\u09c7 \u0995\u09c0 \u0995\u09b0\u09a4\u09c7?\u201d<\/li>\r\n      <\/ul>\r\n      <p>\r\n        These questions encourage reasoning and explanation, not just recall.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- Active ingredients + pitfalls -->\r\n    <section aria-labelledby=\"ey-active-pitfalls-heading\">\r\n      <h2 id=\"ey-active-pitfalls-heading\">7. Active ingredients and common pitfalls<\/h2>\r\n\r\n      <div class=\"ey-flex-two\">\r\n        <!-- Active ingredients -->\r\n        <div class=\"ey-panel\" aria-labelledby=\"ey-active-heading\">\r\n          <h3 id=\"ey-active-heading\">7.1 Non-negotiable active ingredients<\/h3>\r\n          <p>\r\n            Language development in the early years only works when certain conditions are in place.\r\n            Without these, activities risk becoming performance exercises rather than genuine\r\n            learning.\r\n          <\/p>\r\n          <ul>\r\n            <li>Children speak more than adults over the course of the day.<\/li>\r\n            <li>Oral Bangla development is prioritised before heavy English instruction.<\/li>\r\n            <li>Teachers actively extend and enrich children&rsquo;s ideas, not simply correct them.<\/li>\r\n            <li>Language is embedded into play, routines and stories, not isolated in drills.<\/li>\r\n            <li>Mistakes are treated as learning opportunities rather than failures.<\/li>\r\n          <\/ul>\r\n        <\/div>\r\n\r\n        <!-- Pitfalls -->\r\n        <div class=\"ey-panel\" aria-labelledby=\"ey-pitfalls-heading\">\r\n          <h3 id=\"ey-pitfalls-heading\">7.2 Common pitfalls in Bangladesh classrooms<\/h3>\r\n          <p>\r\n            Even when schools try to focus on language, certain mistakes appear again and again:\r\n          <\/p>\r\n          <ul>\r\n            <li>Forcing children to speak English before they can express ideas in Bangla.<\/li>\r\n            <li>Relying on choral repetition instead of individual expression.<\/li>\r\n            <li>Focussing only on correct answers instead of full explanations.<\/li>\r\n            <li>Turning storytelling into memorisation of fixed sentences.<\/li>\r\n            <li>Correcting children harshly when they make mistakes, reducing confidence.<\/li>\r\n          <\/ul>\r\n          <p>\r\n            Naming these pitfalls helps schools to avoid them and to align language work with the\r\n            deeper aims of the framework.\r\n          <\/p>\r\n        <\/div>\r\n      <\/div>\r\n\r\n      <div class=\"ey-panel-small\">\r\n        <h3>7.3 Linking to the Classroom Talk strand<\/h3>\r\n        <p>\r\n          This language and communication section sits alongside EBTD&rsquo;s <em>Classroom Talk \u2013 Early\r\n          Years<\/em> resources, which provide concrete talk routines, sentence stems and planning\r\n          tools for Bangladeshi teachers. Together, they offer both the \u201cwhy\u201d and the \u201chow\u201d of\r\n          talk-rich early years practice.\r\n        <\/p>\r\n      <\/div>\r\n    <\/section>\r\n\r\n    <!-- Reflection & implementation -->\r\n    <section class=\"ey-reflect\" aria-labelledby=\"ey-reflect-heading\">\r\n      <h2 id=\"ey-reflect-heading\">8. Reflection and implementation questions<\/h2>\r\n      <p>\r\n        Use these prompts in staff meetings, coaching sessions or personal reflection to move from\r\n        reading to practice.\r\n      <\/p>\r\n\r\n      <h3>For teachers<\/h3>\r\n      <ul>\r\n        <li>Who speaks more in my classroom over a full day \u2013 me or the children?<\/li>\r\n        <li>Do I allow children enough time to think and respond before I step in?<\/li>\r\n        <li>When children speak, am I mostly correcting them or expanding their ideas?<\/li>\r\n        <li>How often do I use stories, pictures or real objects as starting points for talk?<\/li>\r\n      <\/ul>\r\n\r\n      <h3>For leaders<\/h3>\r\n      <ul>\r\n        <li>Does our school value spoken language, or mainly written performance and test scores?<\/li>\r\n        <li>Are teachers trained and supported in talk-based strategies, not just textbook delivery?<\/li>\r\n        <li>Is Bangla used as a thinking tool, or is it treated as something to be replaced by English?<\/li>\r\n      <\/ul>\r\n\r\n      <h3>For school teams<\/h3>\r\n      <ul>\r\n        <li>How much time in our early years timetable is devoted to genuine talk compared to worksheets?<\/li>\r\n        <li>Where could we reduce low-value written work to free time for high-value interaction?<\/li>\r\n        <li>How can we help parents understand the importance of everyday talk and storytelling at home?<\/li>\r\n      <\/ul>\r\n    <\/section>\r\n\r\n    <!-- Related resources -->\r\n    <section class=\"ey-related\" aria-labelledby=\"ey-related-heading\">\r\n      <h2 id=\"ey-related-heading\">9. Related EBTD early years resources<\/h2>\r\n      <p>\r\n        This language and communication page connects directly to other EBTD resources that\r\n        support talk-rich early years practice in Bangladesh:\r\n      <\/p>\r\n      <ul>\r\n        <li>\r\n          <a href=\"\/research-hub-free-teacher-resources\/classroom-talk\/early-years\/\">\r\n            Classroom Talk \u2013 Early Years\r\n          <\/a>\r\n          &ndash; routines, examples and tools for building purposeful, inclusive classroom talk.\r\n        <\/li>\r\n        <li>\r\n          <a href=\"\/research-hub-free-teacher-resources\/early-years-teaching\/\">\r\n            Early Years Teaching in Bangladesh\r\n          <\/a>\r\n          &ndash; practical guidance on developmentally appropriate pedagogy, routines and lesson structures.\r\n        <\/li>\r\n        <li>\r\n          <a href=\"\/research-hub-free-teacher-resources\/bridge\/early-years\/\">\r\n            BRIDGE Framework \u2013 Early Years\r\n          <\/a>\r\n          &ndash; leadership and self-review tools for embedding language-rich practice across a setting.\r\n        <\/li>\r\n      <\/ul>\r\n    <\/section>\r\n\r\n    <!-- Newsletter CTA -->\r\n    <section class=\"ey-cta\" aria-labelledby=\"ey-cta-heading\">\r\n      <h2 id=\"ey-cta-heading\">Stay connected with EBTD Early Years work<\/h2>\r\n      <p>\r\n        If you found this useful, join the EBTD newsletter for monthly, research-backed tips,\r\n        free classroom tools, and updates on our training in Bangladesh\u2014no spam, just what\r\n        helps. Sign up to the newsletter and please share this page with colleagues or on your\r\n        social channels so more teachers can benefit. Together we can improve outcomes and\r\n        change lives.\r\n      <\/p>\r\n    <\/section>\r\n\r\n  <\/div>\r\n\r\n<\/section>\r\n\r\n<!-- Light JSON-LD for this subpage (to be strengthened once all 10 pages are built) -->\r\n<script type=\"application\/ld+json\">\r\n{\r\n  \"@context\": \"https:\/\/schema.org\",\r\n  \"@type\": \"WebPage\",\r\n  \"name\": \"Language and communication \u2013 EBTD Early Years Framework (Bangladesh, BD)\",\r\n  \"url\": \"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/language-communication\/\",\r\n  \"description\": \"Language and communication strand of the EBTD Early Years Framework in Bangladesh (BD), showing how Bangla and English oral language, classroom talk and vocabulary-rich interaction underpin all early learning.\",\r\n  \"inLanguage\": \"en\",\r\n  \"isPartOf\": {\r\n    \"@type\": \"WebPage\",\r\n    \"name\": \"EBTD Early Years Framework (Bangladesh, BD)\",\r\n    \"url\": \"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/\"\r\n  },\r\n  \"about\": [\r\n    \"early years language development Bangladesh\",\r\n    \"classroom talk early years Bangladesh\",\r\n    \"Bangla and English language development\",\r\n    \"early childhood communication Bangladesh\",\r\n    \"teacher training Bangladesh early years\"\r\n  ],\r\n  \"publisher\": {\r\n    \"@type\": \"Organization\",\r\n    \"name\": \"Evidence Based Teacher Development (EBTD)\",\r\n    \"url\": \"https:\/\/www.ebtd.education\"\r\n  }\r\n}\r\n<\/script>\r\n\n\t\t<\/div>\n\t<\/div>\n\n\t\t\t<\/div> \n\t\t<\/div>\n\t<\/div> \n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"Early Years Framework \u00b7 Language Language and communication Why spoken language in Bangla and English is the foundation of learning in the early years, and how Bangladeshi classrooms can use...","protected":false},"author":1,"featured_media":7113,"parent":8295,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-8305","page","type-page","status-publish","has-post-thumbnail"],"_links":{"self":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8305","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/comments?post=8305"}],"version-history":[{"count":2,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8305\/revisions"}],"predecessor-version":[{"id":8307,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8305\/revisions\/8307"}],"up":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8295"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/media\/7113"}],"wp:attachment":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/media?parent=8305"}],"curies":[{"name":"\u09a1\u09ac\u09cd\u09b2\u09bf\u0989\u09aa\u09bf","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}