Publications

1. Tasnim, S. (2023). Being Meta and Meta-modern: Examining pop culture references and meta humour from the sitcom "Community". International Conference on Teaching English Literature and Interdisciplinarity. East West University, Bangladesh in collaboration with Association of Teachers of Literatures in English, Bangladesh (ATLEB).
2. Tasnim, S. (2022). "Analyzing the Boundaries of Identity Exploration in Pajtim Statovci's Crossing". Osmosis: Interdisciplinary Approaches in Human Sciences. East Delta University, Chattogram, Bangladesh
3. Tasnim, S. (2017). "The Love-Hate Triangle of a Bra, a Boxer and the Exemption: A Discussion on Gender Norms, Sexuality and the Body." Redrawing Gender Boundaries in Literary Terrains. Brac University,. Dhaka, Bangladesh.

1. Tasnim, Sumaiya. “Deciphering Hanya Yanagihara’s O Paradise as a Postmodern Text.” dspace, Brac University, 1 Apr. 2023, dspace.bracu.ac.bd/xmlui/handle/10361/19398.
2. Tasnim, Sumaiya. “Depiction of Identity Disorientation and Sexual Barbarity: Analysing the Racial Degradation in Toni Morrison’s The Bluest Eye and Beloved.”dspace, Brac University, 1 Sept. 2020, dspace.bracu.ac.bd/xmlui/handle/10361/14419.
3. Tasnim, Sumaiya. “Ideological Orientation of Ngugi Wa Thiong’o’s Petals of Blood.” International Journal English Literature and Social Sciences,vol. 4, no.4, 12 Aug. 2019, ijels.com/detail/ideological-orientation-of-ngugi-wa-thiong-o-s-petals-of-blood/.

• "Beautiful Corpses: The Aestheticized Deaths of Ophelia, Porphyria, and Ligeia," Teaching English Literature and Interdisciplinarity. East West University (EWU) and Association of Teachers of Literatures in English, Bangladesh (ATLEB), July 2023.
• “Improving Learner Motivation Through Activities in an English Literature Class: An Action Research,” Teachers Research! Online 2023. IATEFL Research SIG, March 2023.
• “Sultana’s Dream and the Vision of Sustainable Energy: An Ecofeminist Perspective,” Ruptures and Resilience: English Studies in the Now. DEML, North South University, Dhaka, November 2022.

• Mollah, M. (2023). ‘Beyond the Waking World’: The Significance of Dreams in H.P. Lovecraft’s Works. Spectrum, 17(1), 89–100. https://doi.org/10.3329/spectrum.v17i1.69003
• Ara, N., & Mollah, M. (2023). English for Employability: A Study of English at the Tertiary Level of Education. Journal of SUB, 13(1).
• Mollah, M. (2021). Orwellian Dystopias and Green Plums: The Role of Folk Literature in the Face of Totalitarianism. LitWrite Bangladesh, 1(1&2). https://litwritebd.com/

• Attended and helped organise the 2nd TESOL BD National Teacher Training Workshop 2023 with TESOL Society of Bangladesh and Institute of Modern Languages (IML) on 10 November 2023
• Participated in a workshop on Sustainable Teaching: Engagement Beyond Classroom organized by Bangladesh English Language Teachers Association (BELTA) at the Department of English Studies, State University of Bangladesh on 22 November 2022, conducted by English Language specialist Dr. Wendy Ashby
• Attended Association of Teachers of Literatures in English, Bangladesh (ATLEB's) first in-person workshop on Writing and Publishing in Literary Studies on 5 August 2022, conducted by Professor Fakrul Alam and Professor Rezaul Haque

This research explores the implementation of the Post-Suggestopedic Method in addressing language learning challenges among young adult learners who have experienced trauma. The study investigates how this innovative educational approach, which builds upon the principles of suggestopedia by incorporating contemporary psychological insights and pedagogical techniques, can effectively support and enhance the second language (L2) acquisition process for this specific learner demographic. Through a combination of qualitative and quantitative methodologies, the research aims to evaluate the effectiveness of the Post-Suggestopedic Method in creating a supportive learning environment that not only facilitates language learning but also addresses the unique needs of trauma-affected individuals, thereby contributing to the field of language education and trauma recovery.

The practice of channeling energies derived from suffering into an act of healing, leading to apositive transformation is not new in the world of literature. Walcott and Brathwaite both havepartaken in this practice. The suffering in Walcott and Brathwaite’s case is caused, largely, dueto owning a diasporic identity. However, along with it, also weighs heavy the history of awounded past. They have channeled this suffering into a creative force by producing works thatsublime the angst that is not simply exclusive to them but flows through the majority of theCaribbean population. Walcott and Brathwaite have justified their suffering of identity crisisthrough helping a nation heal its wounds, and in certain contexts, making it transcend its formerself to a healthier form. However, they have crafted unique styles to achieve that end. The paperattempts to highlight the differences as well as similarities between the methods and perceptionsof these two poets in this regard
(PDF) The Craft of Sublimation: A Comparative Study on the Portrayal of Suffering in. Available from: https://www.researchgate.net/publication/378262986_The_Craft_of_Sublimation_A_Comparative_Study_on_the_Portrayal_of_Suffering_in [accessed Feb 17 2024].

This research explores the implementation of the Post-Suggestopedic Method in addressing language learning challenges among young adult learners who have experienced trauma. The study investigates how this innovative educational approach, which builds upon the principles of suggestopedia by incorporating contemporary psychological insights and pedagogical techniques, can effectively support and enhance the second language (L2) acquisition process for this specific learner demographic. Through a combination of qualitative and quantitative methodologies, the research aims to evaluate the effectiveness of the Post-Suggestopedic Method in creating a supportive learning environment that not only facilitates language learning but also addresses the unique needs of trauma-affected individuals, thereby contributing to the field of language education and trauma recovery.