The implimentation of Communicative Language Teaching (CLT) in rural Bangladesh

Abstract

English teaching at the secondary level in Bangladesh has gone through many changes over the last two decades. Of them the introduction of communicative language teaching (CLT) instead of grammar translation method (GTM) as the language teaching methodology was very significant. However, despite the introduction of CLT in the secondary curriculum rural schools are lagged behind in terms of adopting CLT. This study, qualitative in nature, explored reasons behind difficulties rural schools faced to adopt CLT in case of teaching English. This study also explored the reasons behind lack of motivation among teachers and students to adopt CLT. Finally, based on the result some recommendations are suggested for various stakeholders that may help to better implement CLT at the rural schools in Bangladesh.