As I teach engineering and architecture students, I can perceive how important it is for students of architecture to learn English language. In fact, no student of architecture in Bangladesh can dream of a successful career without proficiency in the English. This international language acts as the main bridge that connects the local architect to the great world of design, knowledge and professional opportunities. The field of architecture is in continuous development and evolution, with nearly all new ideas, research and major technical resources first being published in English.

A Bangladeshi architecture student who is not proficient in English risks being out of touch with most of the fresh and important developments in modern design, like sustainable building certifi-cations such as LEED (Leadership in Energy and Environmental Design) or BREEAM (Building Research Establishment Environmental Assessment Method), and international construction standards. Mastery of this language is the key to this huge global library, which allows students to learn about the best buildings and the newest concepts that come from around the world and apply them to enrich local architecture.

The learning process within the architecture programme itself heavily relies on the use of English. University-level studies, all over the world, including in Bangladesh, are based on textbooks, lecture materials, and technical terminologies written in English language. Students have to read complex and detailed technical specifications and academic articles to really understand their subjects. Moreover, the latest architectural software, like advanced modelling programs, often has essential tutorials and support forums totally in English.

Beyond reading, the most critical part of architectural education is presenting and defending one’s design projects. During a ‘jury’ or project review, a student’s success depends on his or her verbal performance because he/she has to clearly explain his/her concepts and use specific architectural terms correctly and convinc-ingly. Quick answering to hard, unexpected questions, which is called improvisational speaking, totally depends on a student’s fluency in English and his confidence to speak under pressure. In case a student cannot fluently express his or her ideas in English, his/her great design work may be misconceived or undervalued; this makes communication skills just as vital as drawing skills.

The most targeted strategies to bridge this gap effectively have to be acquiring technical and communicative English in the context of architecture. First comes the dedicated acquisition of architectural vocabulary. They can keep a special lexicon or glossary in which they learn the names concerning structural engineering, urban planning, and building services. This should be combined with active reading of English-language architectural journals: students highlight technical terms, research their precise meaning, and practise using them correctly.

Since clear verbal communication is paramount, students should engage in mock juries whereby they practise pre-senting their work and fielding questions; logical argument structure will henceforth be key, and the tone will be professional. They should deliberately practise improvisational speaking whereby they are forced to explain a complex design decision on the spot.

Architecture is a collaborative profession, so listening comprehension and effective teamwork are important. Students have to be able to follow fast-paced lectures and take down complex instruc-tions at team meetings. An excellent practice is to watch architectural documentaries or recorded university lectures in English first with subtitles and then without, to train one's ear. They should do role-playing of design teams, which includes explaining structural details to a contractor or negotiating design changes with a client. Most effectively, students can make language practice an inseparable part of the design process by writing all project reports and final documentation exclusively in English. By engaging in English as an inseparable part of the design process itself, students turn the challenge of language learning into a professional habit.

After all, the acquisition of English for the architecture students in Bangladesh is not an academic burden but an urgent professional requirement that directly influences the employability and international reach for these graduates. Students can only effectively transform their language skills by moving away from exam-focused learning and embracing integrated strategies: technical vocabulary, active presentation practice, enhanced listening, and full immersion of English in their design work. This proactive approach will ensure they graduate not only as technically competent designers but also as confident, globally articulate communicators. The next generation of Bangladeshi architects will unlock the true potential of their careers and meaningfully contribute to the international world of design only when English is treated with the same respect accorded to basic design drafting or structural analysis.
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The writer is Assistant Professor of English at Ahsanullah University of Science and Technology, Dhaka