LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 16:3 March 2016
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
         Renuga Devi, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Challenges to Implementing
Communicative Language Teaching (CLT) in Bangladesh

Sukanto Roy, M.A.

Abstract

This paper analyzes the challenges to implementing Communicative Language Teaching (CLT) in Bangladesh where the introduction of CLT to teach English is a relatively recent phenomenon. The paper starts with a brief history of CLT, followed by its characteristic features and objectives. Next, it explores the role of teachers and learners as well as teaching activities in CLT. Then it discusses the challenges to implementing CLT in some countries of the world and introducing CLT in Bangladesh. Based on the previous research, it shows that large class sizes, mismatches between curriculum and assessment, cultural inappropriateness, lack of training, and poor socio-economic conditions are the major challenges to implementing CLT in Bangladesh. It also sheds light on the recommendations for overcoming those challenges provided by the researchers. Finally, the paper concludes with the implication for further research to explore the ways to adapt CLT in the large classrooms in Bangladesh.

Keywords: Communicative Language Teaching (CLT), implementation, challenges

Introduction

Communicative Language Teaching (CLT) can be interpreted as a set of principles about the objectives of language teaching, the types of classroom activities that effectively promote learning, and the responsibility of teachers and learners in the classroom (Richards, 2006). Savignon (2007) argued, “It would be inappropriate to speak of CLT as a teaching ‘method’ in any sense of that term as it was used in the 20th century. Rather, CLT is an approach that understands language to be inseparable from individual identity and social behavior” (p. 217). Though the ideas of CLT are not new in the context of the world, they are still relatively new for the context of Bangladesh where the government introduced CLT in 2001 from grade six to grade twelve for teaching English with the goal of improving learners’ communicative competence (Rahman and Karim, 2015; Shurovi, 2014).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.


Sukanto Roy
Ph.D. Candidate in Composition & TESOL
Indiana University of Pennsylvania
English Department
Humanities and Social Sciences Building, Office 506-U
981 Grant Street
Indiana, PA 15705-1904
USA
s.roy2@iup.edu
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