Tasmania Nawrin –

Academic Portfolio

Welcome to My Academic Portfolio🧑‍🏫

Hello! I am Tasmania Nawrin, a TESOL graduate from the University of Dhaka. I hold both a Bachelor’s degree in ESOL and a Master’s degree in TESOL. My academic journey has shaped a deep interest in English language teaching, curriculum development, and applied linguistics. With hands-on experience in teaching and active participation in academic events, I aspire to contribute meaningfully to English language education in Bangladesh.

This portfolio reflects my teaching philosophy, research work, and professional development experiences. I am committed to continuous learning and academic excellence.

Curriculum Vitae

Link: drive.google.com/file/d/173S0UbmQz_2jlBmLM3waPiHaji7p65mD/view?usp=drive_link

Teaching Philosophy

Teaching, to me, is a calling rather than a profession. As the daughter of two lifelong educators, I have grown up admiring the transformative power of teaching. I have always dreamed of changing the world, and I believe that education is the most effective path to that change.

In my view, students are not empty vessels but unique individuals with diverse cognitive, emotional, and cultural backgrounds. Inspired by Lev Vygotsky’s Sociocultural Theory, I see learning as a socially constructed process. Language, as Charlemagne eloquently stated, is a vessel of the soul. I believe that teaching language is teaching identity, emotion, and culture.

I envision my classroom as a collaborative, empathetic, and dynamic space. My goal is to address the whole learner: cognitive (knowledge-building), affective (emotional engagement), and behavioral (values and habits).

Like the wizard in Harry Potter, who reveals the magic within ordinary students, I aspire to be a teacher who sees potential in each learner—unearthing their confidence, inspiring critical thinking, and guiding them toward self-realization.

To quote John Dewey: “A teacher is engaged, not simply in the training of individuals, but in the formation of a proper social life.”

This is the essence of my teaching mission.

Research

Undergraduate Research (BA Thesis)
Title:

Perception of English language teachers on adapting & implementing the new curriculum frmework (NCF 2021) in junior secondary level

Abstract:

From the academic year 2023, the National Curriculum Framework 2021 (NCF 2021) has been implemented in grades 6&7, emphasizing student-centered and experiential learning, in line with global educational trends. This study dives into the English language curriculum reform at the junior secondary level in Khulna District, using a phenomenological qualitative design. It employs in-depth interviews, focus group discussions, classroom observations, and document analysis to investigate educators' perspectives. The findings show that the curriculum promotes creativity, linguistic competency, and process-oriented learning. However, difficulties develop as a result of huge classroom management, complex assessments, and a lack of writing and listening skills.

Due to limited training and time restrictions, teacher preparedness difficulties arise. Balanced evaluations, progressive introduction, content upgrades, and comprehensive training are among the recommendations. Curriculum improvements at the elementary level, as well as increased parent and community involvement, are fundamental to success. This study is an essential resource for optimizing curriculum improvement in English language education in Bangladesh.

Keywords: Curriculum Reform; English Language Teaching; Teacher Perception; Teacher Readiness

Graduate Research (MA Thesis - Ongoing)
Title:

From NCF 2021 to NCF 2012: Teachers’ Reflections on Adaptation, Challenges, and the Need for a Sustainable ELT Curriculum

Abstract
This study explores the experiences and reflections of secondary English language teachers in Bangladesh during the transition from the experimental National Curriculum Framework 2021 (NCF 2021) back to the fully implemented National Curriculum 2012 (NC 2012). Frequent curriculum shifts have raised significant challenges for teachers' professional preparedness, classroom practices, and curriculum adaptability. Through a qualitative and quantitative mixed-methods approach — involving surveys, interviews with teachers and policymakers, classroom observations, and document analysis — this research examines teachers’ adaptation strategies, perceived challenges, and recommendations for designing a more sustainable English language teaching (ELT) curriculum. It also investigates the rationale behind the curricular changes and highlights the gaps in teacher training and policy execution. Findings reveal that while NCF 2021 introduced positive pedagogical shifts towards experiential learning, sudden reversals to NC 2012 without proper transition planning have left teachers feeling unsupported and unprepared. The study concludes by offering suggestions for future curriculum reforms grounded in teachers' voices, advocating for stability, inclusive policy-making, and more robust teacher professional development systems.

Keywords:
Curriculum transition, Teacher preparedness, NCF 2021, NC 2012, English Language Teaching (ELT), Bangladesh, Policy shifts, Teacher training, Sustainable curriculum reform.

Research Presentations

Presented my Research Paper (BA thesis) at the Discover English 2023 Student Conference.
Currently preparing for potential publication.

Presenting Research Findings

Teaching Materials

Although I have not yet had the opportunity to teach in a real classroom setting, I have gained valuable experience through peer teaching and microteaching sessions conducted as part of my academic coursework. For these sessions, I prepared lesson plans, designed teaching slides, and developed classroom activities to simulate authentic teaching experiences. The materials presented here reflect my efforts to apply theoretical knowledge into practical teaching strategies.

Lesson Plan of Reading Microteaching Session

Lesson Plan of Speaking Microteaching Session

Click below to see & download the lesson slides⬇️

PP Slides For Listening & Speaking Session

link:docs.google.com/presentation/d/1v132co1ZE0XDXsxaXbvJyimlGqZGjVG-/edit?usp=sharing&ouid=117351094562431600847&rtpof=true&sd=true

PP Slides For Reading & Writing Session

link:docs.google.com/presentation/d/1cvxD1pFc3YxkRdQUgZvHnN0MVFJuCo4B/edit?usp=drive_link&ouid=117351094562431600847&rtpof=true&sd=true

Certificates & Trainings

Throughout my academic journey, I have actively engaged in professional development activities by volunteering at national & international events, moderating sessions at conferences, and participating in teacher training workshops. Although I have not yet undertaken formal pre-service teacher training programs, I am eager to pursue extensive training opportunities in the future to strengthen my skills as an educator.

Below, I have included certificates and photographs from events such as the TESOL BD Workshops (2023, 2025), British Council training sessions, and other professional development activities that have contributed to my growth as an aspiring language teacher.

Volunteered at The International Conference

Volunteered at the National Teacher Tranning Workshop

Moderated Parallal Sessions in the Conference

Participated in The Workshop

Me as The Session Moderator

Me as the Volunteer

Concluding Remarks🍂

Thank you for visiting. This collection reflects my journey as a TESOL graduate, my dedication to professional development, and my passion for English language teaching and research.

As I move forward in my career, I am committed to continuous learning, contributing to academic excellence, and making a positive impact in the field of English language education. I eagerly look forward to opportunities where I can further develop my skills, collaborate with fellow educators, and inspire learners to achieve their full potential.

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