Practices and Outcomes of Communicative Language Teaching in Higher Secondary Schools in Rural Bangladesh

Md Hasan Mahmadun Nuby,Radzuwan Ab Rashid,Mohammad Rakibul Hasan

doi:10.17583/qre.2019.4093

Md Hasan Mahmadun Nuby, Radzuwan Ab Rashid + Show 1 more

Open Access

https://doi.org/10.17583/qre.2019.4093

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Abstract

This paper aims to provide insights into the challenges of Communicative Language Teaching (CLT) practice at higher secondary level in Bangladeshi rural settings. Employing qualitative approach, in-depth interviews were conducted with 24 rural English language teachers to explore the problems they face in CLT implementation. The interview data were scrutinized using thematic analysis. Three major themes emerge from the analysis which are: (i) pedagogical factors; (ii) contextual factors; and (iii) personal factors that obstruct CLT implementation to reach at its expected outcome. The paper reveals the gap between the objectives of the present ELT curriculum and teachers’ practices. The teachers are optimistic with CLT approach for improving students’ English skill, but they need viable support to overcome the factors working as the barriers of its proper implementation. Based on the teachers’ suggestion, the study recommends the aligning of curriculum and test format, and also the training and logistic support for the teachers to overcome the issues surrounding the CLT implementation in the rural context of Bangladesh.

Highlights

Background of the StudyCommunicative Language Teaching (CLT) is introduced and substituted for long-standing Grammar-Translation Method (GTM) in Bangladeshi national curriculum in 1997 and at higher secondary level in 2001 for the students of 16 to 17 years of age range (Karim, Mohamed, Rahman, & Haque, 2017; Nur & Islam, 2018; Rahman et al, 2018b; Rahman, 2015; Roy, 2016)
The findings from interview data of this study show that the practice of CLT at higher secondary level in rural Bangladesh is not up to the expectation
The major themes of interview data reveal that pedagogical, contextual and personal factors act as barriers on the way of full phase practice of CLT

Summary

Introduction

Background of the StudyCLT is introduced and substituted for long-standing GTM in Bangladeshi national curriculum in 1997 and at higher secondary level in 2001 for the students of 16 to 17 years of age range (Karim, Mohamed, Rahman, & Haque, 2017; Nur & Islam, 2018; Rahman et al, 2018b; Rahman, 2015; Roy, 2016). Numerous issues have promoted the existing difficulties associated with CLT implementation such as issues related to teaching practices and teachers (Rahman et al, 2018b; Rahman, Islam, Karim, Chowdhury, Rahman, Seraj, & Singh, 2019). As per Fullan’s (2007) curriculum innovation model, numerous components add to teachers’ curriculum operation Among these components, features of curriculum innovation are: (i) deficiency in curriculum clarity and multifaceted nature related with curriculum; (ii) avoiding teachers’ necessities; and (iii) practicality and quality of other materials and textbook. Das, Shaheen, Shrestha, Rahman and Khan (2014) found that English teachers in Bangladesh do not have clear understanding of CLT curriculum and they have a mixed estimation about its implementation. Considering the few empirical research presently available, it is essential to scrutinize further the comprehension of the curriculum by the teachers that could uncover fresh perspectives

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