From Policy to Practice: Evaluating the Implementation of Communicative Language Teaching (CLT) in Bangladeshi Primary Schools

Abstract

This research critically examines the current state of English language teaching and learning in primary schools across Bangladesh, with a specific focus on the curriculum developed by the National Curriculum and Textbook Board (NCTB) and the textbooks used in grades 4 and 5. The study delves into the primary obstacles hindering the implementation of Communicative Language Teaching (CLT), highlighting the significance of resource availability and the pervasive influence of traditional pedagogical approaches. To explore the potential gap between the intended application of CLT and its actual practice in classrooms, a qualitative study was conducted. This involved in-depth interviews with teachers and systematic observations of classroom activities. The findings reveal several contextual challenges that pose significant barriers to the successful implementation of CLT. These include overcrowded classrooms, a lack of essential educational resources, insufficient time allocated for interactive classroom activities, inadequate teacher training on CLT methodologies, and a misalignment between the curriculum's objectives and the testing framework. Moreover, the study identifies a pronounced disparity between the traditional exam-centric approach, which predominantly focuses on rote learning, and the development of practical language skills necessary for real-life communication. The reliance on reference books, particularly Model Questions, by teachers further impedes the adoption of communicative practices, thereby restricting opportunities for meaningful language use in the classroom. Despite these challenges, the analysis acknowledges that the NCTB textbooks are thoughtfully designed to support the goals of CLT. To bridge the gap between curriculum design and classroom practice, the study recommends an increase in the frequency of interactive and communicative activities within the classroom setting. Additionally, it proposes the incorporation of listening and speaking components into the assessment process, thereby ensuring a more holistic evaluation that aligns with the communicative objectives of the curriculum.