The human mind acts differently while it needs to learn an unknown dialect. Fundamentally, the foundation and existing information on the primary language affect when we get another dialect. Additionally, in Bangladesh, we have blended-level classes, where it is tough to plan an achievable language learning technique. Thus, it is essential to promote the classroom where both the instructors and students will be associated with active education and learning. For this situation, teacher-learner connection and learner can be achievable techniques for showing English language accuracy.

The teacher-learner interaction is the strategy that Bangladeshi English language teachers can perform in their classrooms. The most significant consequence of the teacher-student interactions is that it enhances the productivity of the students and boosts their self-esteem and skills. Besides, it is essential for expanding the student’s academic progress and self-motivation. Moreover, it also improves the learning excitement of the learners. In the Bangladeshi context, learners can only learn and practice English in the classroom only. Hence, the syllabus does not contain any listening task or speaking task. Accordingly, it is expected that learners have only one option left, which is communicating with teachers and classmates in their classroom.

Moreover, in the tertiary language classroom of Bangladesh, students do not want to interact in English because they run out of ideas and thoughts. In most cases, they face difficulties locating the proper vocabulary, preparing the proper structure of sentences, and using different lexical terms. However, it is essential to motivate the learners to find their failings and work on them. In this case, Teacher learner interaction will promote language learning.

In the classroom, teachers can ask students to answer short and open-ended questions. Besides, teachers can also give them enough space to interact with the learners among themselves. In the meantime, teachers should critically recognize the students and provide the necessary feedback for improving their capacities. Lastly, if the learners face problems during the interaction, the teacher should give clues to continue the task.

Motivation is very important for the tertiary level English classroom. In Second language acquisition, teachers are also responsible for stimulating the learning process of the English language. Teachers can create a learning environment by motivating the learners and giving proper feedback. The classroom communication should be constructed in a way that teachers talk minimum and students make maximum conversation. Learners should be encouraged to interact through dialogues and presentations. Based on their class tasks, teachers should give feedback to evaluate their learning process. Moreover, teachers can apply repetition techniques by highlighting important points, paraphrasing, and revisions.

Teachers may ignore the formula of top-down and bottom down processes. Relatively, they should analyze all the students and motivate them. Moreover, the teacher-learner classroom should be set in both learner-centered and teacher-centered classrooms for balancing. In this classroom, learners can also follow techniques like reviewing, repeating, reformation, underlining, and using cohesive markers.

Another way of teaching the English language to the tertiary level of Bangladesh is to apply the learner-learner interaction. It mainly refers to the interaction between the individual learners or among the learners by his classroom. This learning theory helps to examine themselves by finding each other’s complications. All students are different in their way but acting oppositely in a cognitive and affective style is noticeable. They have creative social maturity, ability, motivation, learning styles, interests, needs, and potential.

Apart from these, other important factors will underline student distinctions. It mainly contains differences in the level of intelligence, differences in the social, educational, and economic background. Moreover, the level of occurring knowledge is another major factor that may affect the learning technique. At the tertiary level, it is pretty tough to fulfill all the individual learner variations. Nevertheless, at the tertiary level, the educational system should be formulated to develop their language abilities by themselves.

As there are various kinds of connecting classroom activities in the education policy of the tertiary level, it is desired to promote learner-learner interaction. Students can perform individual presentations and ask for acknowledgment from each other. Moreover, the students need to set the purpose and capacities of the learners. According to that, they should design their class tasks. The environment of the classroom should be combined and engaging. Learners should develop knowledge concurrently so that they can support and encourage each other.

Similarly, learner-learner interaction is important to accomplish the target language as all the tertiary level students are mature enough for self-learning. It gives rise to the learner feeling relieved and more motivated towards learning. They primarily learn through a task-based approach, and teachers should make the learning environment very cooperative and collaborative. Teachers should also design suitable tasks for better performance. In this case, educational tasks are more effective in both SLA and EFL contexts.

To examine the statement, I would like to say that both teacher-learner interaction and learner-learner interaction can be applied in the tertiary level classroom Bangladeshi context. The teacher-learner process is fully applicable in SLA classrooms where the learner-learner is not fully that. Learners need to be guided by the teachers. So, to some extent, Teacher Learner interaction is more effective than Learner Learner interaction.

Moreover, the atmosphere of Bangladeshi classrooms is not that expanded to practice other interaction theories. It will be hard for both teachers and learners to organize any other ideas in the Bangladeshi context. Linguists identified little syntactic development in three classroom learners over a similar period, but another twelve months showed considerable growth. It refers to the practical outcome of both teacher-learner and learner-learner interactions.

To conclude, applying these two language learning processes in the Bangladesh context’s tertiary classroom can improve. Still, it is necessary to consider the mentioned factors like motivation, advanced syllabus design, active classroom activities, and proper feedback on the learners’ performances. To promote the effective language learning process, these two methods are very effective, especially for those contexts where learners do not find an appropriate environment to practice. So, in the mixed-level classes of Bangladesh, teachers can apply the mentioned methods, styles, and strategies in the higher-level classroom to teach English.