مطالب

The introduction of Communicative Language Teaching (CLT) to teach English at the secondary levels of education in Bangladesh is a relatively recent phenomenon. English Language Teaching Improvement Project (ELTIP) jointly funded by the Government of Bangladesh and DFID of the UK Government developed the English textbook for classes nine and ten. The CLT approach is considered to improve the language abilities especially ‘communicative competence’ of the learners. But some researchers pointed out that CLT approach is not working well in Bangladesh. Proper implementation of CLT is now a challenge for the policy makers of the country. The present study aims at exploring the challenges in implementing CLT at the secondary level of Bangladesh and the country’s demand for such abilities in school and the workforce. Based on both primary and secondary sources of data and information, the study comprises of empirical survey (through questionnaires), classroom observation scheme, textbook evaluation, and so on. Classroom observation and interview of the secondary students and English teachers proved that communicative activities such as group work, pair work, individual activities, role play, and simulation do not happen in the classes due to the negative attitude of both the teachers and students towards CLT. As a result, implementation of CLT is facing challenges all over the country especially in the non-government schools of rural areas. In most of the cases, the lack of proper knowledge of CLT and motivation of both teachers and students are the cause of failure of CLT approach and a threat to the advancement of English Language Teaching (ELT) in Bangladesh.