Abstract
This study provides a comprehensive investigation into the implementation of CLT in higher secondary level in rural Bangladesh. It reveals that CLT has been espoused minimally by the rural teachers in their English Language Teaching (ELT) classroom. An ethnographic approach was employed to investigate how the rural teachers utilize CLT in their classroom. A total of 46 teaching sessions of two participant teachers from two different schools were observed for six months, from April 2018 to October 2018. Every teaching session lasted for 45 minutes. In total, 34 hours and 50 minutes were spent for classroom observation. Thematic approach was employed to scrutinize the collected data. The research findings revealed lack of exposure to target language, teacher-centred classroom practices, exam-oriented classroom instead of communication-oriented and logistic limitation as the factors affecting the implementation of CLT. Finally, to address these factors for a successful implementation of CLT in rural Bangladesh, this study calls for improved teacher training, examination system with the incorporation of listening and speaking tests, and better classroom facility with technological support.
Highlights
The world has become a small cybernetic village with the advent of information and communication technology
The findings reveal that Communicative Language Teaching (CLT) at higher secondary level in rural Bangladesh is implemented in a marginal way
Some other researchers pointed out of avoiding communicative activities in the classroom and the problem related to limited use of target language in the classroom, which led to the failure of CLT [e.g. 7, 13, 14, 17, 65, 84]
Summary
The world has become a small cybernetic village with the advent of information and communication technology. Technological revolution has collapsed geographical borders among the countries and promoted the necessity of a common language for communication. Nowadays English appears as the most common language globally for intercultural and international communication. The number of non-native English speakers has exceeded the monolingual native speakers [1]. English has become the world’s lingua franca and accepted as the international language for tourism, commerce and trading, higher education and technology. The importance of teaching and learning English is being witnessed in various countries around the world where English is used as second or foreign language; including the south Asian subcontinent which includes Bangladesh
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