Chasms of Communicative Language Teaching

Abstract

The success of the Communicative Language Teaching (CLT) approach at primary schools of Bangladesh has recently been questioned seriously. No measures have yet been taken to remedy the apprehended failure of CLT programs in the country. This inquiry focuses on the perils of pupils in the forms of shaming, failure, and fear for the tyranny of the current CLT curriculum. A mixed research method was used to conduct a comprehensive analysis of the learners’ situation through a questionnaire survey with participation of 211 CLT practitioners, an FGD with 12 participants and semi-structured interviews with 15 English learners. Along with lack of teacher empowerment mechanisms, other challenges for young learners (YLs) included problem of enduring class rules, their inability to cope with difficult texts, fear of failure in lessons, tests, and physical and psychological sufferings inflicted on them during, before and after the delivery of the lessons. The findings reveal the need of a modified CLT curriculum with provisions for innovative pedagogy, learner care and learner empowerment. Provisions for use of L1 Bangla in lesson delivery, inclusion of learner culture and local context in the teaching-learning of English are recommended to ensure expected outcomes.