Being a critical development period, childhood shapes behaviors and language skills through interaction and observation. These days, the majority of the children spend a notable amount of time watching and enjoying English cartoons in Dhaka City. Watching cartoons has a significant impact on children in the development of their attitudes, actions, and skills. This study investigates the effects of watching English cartoons on preschoolers in Dhaka City. The study uses a triangulation method with a diverse sampling of 40 participants—20 preschoolers and 20 parents—combining questionnaires, semi-structured interviews of parents and children, and observation. To ensure the diversity of the sampling, we adopted convenience sampling and selected respondents from Dhaka City- North and South. The findings show that the impacts of watching English cartoons are both beneficial and concerning; children display impressive linguistic growth in English, particularly in applying lexis and understanding even complex contexts. On the other hand, exposure to violent content raises concerns about hazardous behavior and its imitation. We argue that it is important for parents to maintain national identity, cultural sensitivity, and awareness while letting children watch English cartoons. Parental monitoring is also necessary to select content that is in accordance with morals, educational activities, and critical thinking and to improve preschoolers’ education quality. We urge researchers to conduct further studies on the area to dive deeper into the facts.

Gender representation always plays a pivotal role in English language teaching-learning materials due to the presence and portrayal of male and female characters as well as the mode of activities and dialogues attributed to each gender. This study explores gender representation in the Grade Six English for Today (EfT) textbook in Bangladesh focusing on a comparative analysis of the 2022 and 2024 editions. To conduct the study, we collected qualitative data through content analysis, focus group discussion, and in-depth interviews with 40 participants directly involved in the teaching-learning process applying EfTs. The results reveal an imbalance in gender representation in the prior edition of the selected book but demonstrate a positive change in the current edition. The study offers recommendations for future textbook revisions, emphasizing the importance of gender-sensitive material in promoting inclusivity in English language education in Bangladesh so as to improve education quality. We urge policymakers, educators, and researchers involved in curriculum or education development and gender studies to conduct further studies on this area.

The chapter highlights a value-driven initiative of co-creation in teaching and learning in higher education institutions to address the needs that emerged among local communities. The study presents three cases from three universities in Bangladesh. Findings demonstrate that staff-student co-creation can be applied as an inclusive tactic for facilitating teaching and learning in higher education. It can also build awareness among learners as active well-being agents. The pedagogical approaches endorsed several sustainable development goals (SDGs) and accrued cumulative social, economic and environmental values for the local community. The analysis of the cases offers significant implications for educators, researchers, and policymakers in academia and beyond.

Being an approach to critically assess teachers’ teaching methods to enhance student learning and teachers’ professional development, reflective teaching (RT) is recognized as a valuable tool to improve teaching quality, especially in skill-based disciplines like English. However, the application of RT in universities in Bangladesh remains limited. This study investigates the perceptions, practices, and prospects of reflective teaching among English language teachers at the university level in Bangladesh. Using a mixed-methods approach, this research explores how English language teachers perceive RT, how they implement it in their teaching practices, and the challenges they face and its prospects at the University level in Bangladesh. Data were collected from 100 English language teachers across public and private universities in Bangladesh through surveys and in-depth interviews. The findings reveal that although teachers acknowledge the potential benefits of RT, its consistent use in English language classrooms is hindered by several challenges, such as heavy workloads, large class sizes, and a lack of institutional support. The study recommends that universities in Bangladesh integrate reflective teaching into the English language curriculum. The study also recommends providing targeted faculty development programs on RT, especially in the context of language skill development, as it is crucial for improving teaching practices. Additionally, reducing teaching loads and offering institutional support for reflection could help overcome the barriers to RT. With these measures, reflective teaching can be effectively incorporated into English language education at the university level, leading to enhanced teaching practices, improved student outcomes, and better professional development of teachers.

Scholarly optimism over the global proliferation of Rights of Nature legislation systematically overlooks how legal grammar functionally grants or withholds these rights. This paper introduces "grammatical trusteeship", a structural semiotic condition where human agents serve as indispensable grammatical mediators of non-human personhood, reinstating anthropocentric ontology syntactically even when legislative intent nominally dismantles it in policy. Grounded in Jane Bennett's Vibrant Matter, this study applies a corpus-driven Systemic Functional Linguistic (SFL) transitivity analysis to 147 clauses from the Te Awa Tupua (Whanganui River Claims Settlement) Act 2017, cataloguing Material, Mental, Relational, and Verbal processes alongside the river's participant roles. Findings reveal Te Awa Tupua is positioned as Goal, Phenomenon, or Carrier in 76.2% of clauses, but as Actor or Senser in only 8.8%. This asymmetry constitutes a textual regime conditioning the river's legal personhood upon continuous human activation, narration, and representation. Exposing the disjuncture between the Act's decolonial ontological ambitions and colonial grammatical architecture, this paper argues that post-anthropocentric law requires a grammatical reorientation in encoding ecological agency, not merely new legislative intent. The study contributes a replicable analytical methodology to Environmental Humanities and intervenes in debates on the performative efficacy of Rights of Nature frameworks.

This study examines the distinctness of registers shared as a part of communication by the street hawkers in Dhaka. The reasons for studying these registers are to investigate their different jargons, why they use them while selling their products, and what they mean through them. It also explores the effectiveness of their registers in their communication. By adopting the qualitative method, the researchers have interviewed 40 street hawkers, recorded their conversations and some distinctive vocabularies for over a month, and found some striking meaningful registers they share in this profession. The results show that they use these specific registers before the customers to make communication comfortable and smooth. They also share these jargons to hide the real meaning from customers, to make fun of them, to discourage their fellow hawkers from promptly selling a product, to get rid of some particular customers, and sometimes even to cheat and provoke them. The findings of the study are discussed carefully to draw the attention of language users, planners, and policymakers. One of the important reasons for choosing the street hawkers was to concentrate on the professional language variation of an underprivileged community in Dhaka.