I am Nahima Sultana, teacher of Economics and Global Studies at BSMARPC, BGB, Pilkhana with 15 years of teaching experience. I am from Dhaka, Bangladesh and have been living
in Australia since september 2017. I have completed my Master of Teaching English to Speakers of other Languages (TESOL) from Latrobe University, Melbourne in Australia.
During my study period, “Academic Excellence Award 2020” and Emerging Leadership award 2020 have been awarded to me for my academic and extra-curricular achievement.
The main reason behind the purpose of designing English Language Learning (ELL) programs that will favour development of Academic Writing (AW) and speaking (AS) competence.
Though I have had my first degree in Master of Economics, I do not work as an Economist, rather I teach Economics and Global Studies in English and Benali version of secondary school curriculum.
Throughout my professional career I realized the importance of being proficient in English Language and consequently I did a second Master in English Language Teaching (MA in ELT) from Eastern
University, Bangladesh. But this course was not enough and equivalent to the one that I have completed from LaTrobe University. The reason being I wanted to be a professional English language
educator and language program designer.

Now, after completion of the TESOL course, it helped me to introduce the language pedagogy (theory and practice) and applying different approaches to teach English language to the different
levels of learners in varied contexts. Additionally, I am capable of developing different ELL designs which will support people to develop their professional English language skills.
This goal-oriented designed ELL course will provide a superior level of academic qualification to the learners in the local and global context. Particularly, it will enhance the English
language productivity by increasing the ability to perform better in academic writing and oral competency. This is a new thought in my professional career and it will add extra dimension
and will broaden my area of practical qualification as an educator

English has become the language of international communication in all arenas including the internet. This has led to ‘English’ becoming the linguistic capital. In a globalised environment,
STEAM (Science, Technology, Engineering, Arts and Mathematics) education has been realised as a main driver to support the technology-driven future. To complement both notions, in most of the
non-English speaking countries (non-ESC) English as Foreign Language (EFL) have been adopted in STEAM education.

This Course is designed to explore how STEAM as a content can improve the English language proficiency as well as understanding of STEAM concepts for non-native speakers of English.
There are some intervention strategies that have emerged with significant success to address English language development and STEAM content achievement simultaneously.
The intervention strategies come with a dual goal in mind by applying Content-Language Integrated Learning (CLIL) approach with EMI (English as a medium of instruction) in a non-ESC EFL
(English as a Foreign Language) setting where learners will learn both content and English language. This course is formulated with an integrated approach of EMI and CLIL from K-12 learners
in EFL settings as a strategy to achieve this dual goal. Besides this, the approach will also be applied to different adult learning settings aimed at purpose-oriented fields such as ‘academic
writing in tertiary education’, job sector, overseas work and migration.