LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 11 : 11 November 2011
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.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.

HOME PAGE

BOOKS FOR YOU TO READ AND DOWNLOAD FREE!

REFERENCE MATERIAL

BACK ISSUES

  • E-mail your articles and book-length reports in Microsoft Word to languageinindiaUSA@gmail.com.
  • Contributors from South Asia may also e-mail their articles to
    B. Mallikarjun,
    Central Institute of Indian Languages,
    Manasagangotri,
    Mysore 570006, India     mallikarjun@ciil.stpmy.soft.net.

  • PLEASE READ THE GUIDELINES GIVEN IN HOME PAGE IMMEDIATELY AFTER THE LIST OF CONTENTS.

  • Your articles and book-length reports should be written following the APA, MLA, LSA, or IJDL Stylesheet.

  • The Editorial Board has the right to accept, reject, or suggest modifications to the articles submitted for publication, and to make suitable stylistic adjustments. High quality, academic integrity, ethics and morals are expected from the authors and discussants.

Copyright © 2011
M. S. Thirumalai
Custom Search

Teachers’ Understanding and Practice of CLT in Bangladesh

Md. Monjurul Islam, M.A. in English

Abstract

Some of the pedagogical principles especially in Bangladesh that have informed foreign language teaching in the last decades need to be reconsidered. Some questions need to be addressed; such as to what extent is the CLT framework working in Bangladesh? What beliefs or concepts do teachers have of CLT? What is the role of teachers and students in the CLT classroom? The aim of this study was to investigate the extent to which such issues were part of the belief system of teachers in Bangladesh and what impact they had on actual classroom practice. The findings indicated that the majority of the respondents believed CLT is not working properly in Bangladesh. As a result, we should reconsider the practical implication of CLT in the classrooms. However, the pattern was more complex and variegated than this brief summary might suggest, especially when the teachers’ beliefs were compared to their classroom practice.

Introduction

In the present global world with its technological advancement, English is the major international language and use of English has been growing at a startling rate, in particular in the developing world. It is, therefore, natural to wonder how far English may have advanced in Bangladesh. However, considering the reality, the Communicative Language Teaching (CLT) approach had been introduced in Bangladesh since 1990s. But, most of the students of our country have failed to communicate in English even after passing the higher secondary level. What are the reasons behind their failure?

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

Md. Monjurul Islam
Faculty
Department of Languages
IUBAT-International University of Business Agriculture and Technology
Uttara Model Town
Uttara
Dhaka-1230
Bangladesh
monj0603@gmail.com
Custom Search
  • Click Here to Go to Creative Writing Section

  • Send your articles
    as an attachment
    to your e-mail to
    languageinindiaUSA@gmail.com.
  • Please ensure that your name, academic degrees, institutional affiliation and institutional address, and your e-mail address are all given in the first page of your article. Also include a declaration that your article or work submitted for publication in LANGUAGE IN INDIA is an original work by you and that you have duly acknowledged the work or works of others you either cited or used in writing your articles, etc. Remember that by maintaining academic integrity we not only do the right thing but also help the growth, development and recognition of Indian scholarship.