PROBLEMS REGARDING CLT IMPLEMENTATION AT HIGHER SECONDARY LEVEL: A CASE STUDY IN BOTH URBAN AND RURAL AREAS IN BANGLADESH.  

Musfikul Islam(1*),

(1) Bangladesh University of Business & Technology (BUBT)
(*) Corresponding Author

Abstract


This article tries to find out the explanations behind the implementation of CLT approach in the higher secondary level and attempts to produce a real data of CLT implementation in both rural and urban areas in Bangladesh. It also looks at the factors that make this teaching approach difficult to implement. This study examined both teachers’ and students’ perceptions, opinions, and perspectives of the English language at the higher secondary level. To achieve the objectives of the study, a mixed-method approach has been undertaken to conduct the methodology of the study where a range of methods such as Questionnaire, Interview and Classroom Observation Checklist have been used. The outcomes reveal various types of obstacles which are: a huge number of students in CLT classroom, small size of classroom, insufficiency of modern materials. It also disclosed that maximum students are not able to understand the English lecture in the classroom, teachers are not trained to maintain the classroom by following CLT method and some of the trained teachers are refused to apply CLT approach as well. Based on the findings, this study tries to propose some processes for reversing the current situation that is happening at present within the educational system in Bangladesh.


Keywords


 Communicative Language Teaching (CLT), English as Foreign Language (EFL), English as Second Language (ESL), English Language Teaching (ELT), Grammar Translation Method (GTM)

Full Text:

PDF

References


Ali, M. M., & Walker, A. L. (2014). Bogged down ELT in Bangladesh: problems and policy. English Today, 30(2), 30-36. https://doi.org/10.1017/S0266078414000108

Ansarey, D. (2012). Communicative Language Teaching in EFL Contexts: Teachers Attitude and Perception in Bangladesh. Bangladesh: Asa University. Retrieved from https://www.semanticscholar.org/paper/Communicative-Language-Teaching-in-EFL-Contexts%3A-in-Ansarey/ee952ff2f3b87d8782f7ee20242a3998f0127943

Barman, Binoy, Sultana. J., & Basu, B. L. (2006). ELT: Theory and

Practice with model tests. Dhaka: Friends’ Book Corner. Retrieved from https://eboighar.com/booksdetails/14193

Brown, H. D. (2007). Teaching by principle; an interactive approach to language pedagogy (3rd ed.). New York: Pearson Longman. Retrieved from https://www.amazon.com/Teaching-Principles-Interactive-Approach-Language/dp/0136127118

Celce-Murcia, M. (2001). Teaching English as a second or foreign language (3rd ed.). Heinle: Language Learning. Retrieved from http://docshare01.docshare.tips/files/31572/315720128.pdf

Chowdhury, R. (2003). International TESOL training and EFL contexts: the cultural disillusionment factor. Australian Journal of Education, 47, 283-303. https://doi.org/10.1177/000494410304700307

Hamid, M. O., & Baldauf, R. (2008). Will CLT bail out the bogged down ELT in Bangladesh? English Today, 24, 16-24. https://doi.org/10.1017/s0266078408000254

Hasan, K. & Akhand, M. M. (2009). Challenges & Suitability of TESL at the College Level in Bangladesh Context. Journal of NELTA, 14. https://doi.org/10.3126/nelta.v14i1.3090

Hymes, D. H. (1972). On communicative competence. In J. B. Pride, & J. Holmes, Sociolinguistics selected readings (Ed.). Harmondsworth: Penguin. Retrieved from http://wwwhomes.uni-bielefeld.de/sgramley/Hymes-1.pdf

Incecay, G., & Incecay, V. (2009).Turkish university students’ perceptions of communicative and non-communicative activities in EFL classroom. Social and Behavioral Science, 1, 618-622. Retrieved from https://cyberleninka.org/article/n/164432.pdf

Islam, M. M. (2011). Teachers’ understanding and practice of CLT in Bangladesh. Language in India, 11(11). Retrieved from http://www.languageinindia.com/nov2011/bangladeshteachersunderstandingcltfinal.pdf

Larsen-Freeman, D., & Anderson, M. (2011). Techniques & Principles in Language Teaching (3rd ed.). New York: Oxford University Press.

Li, D. (1998). It's always more difficult than you plan and imagine: teachers' perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32(4), 677-703. https://doi.org/10.2307/3588000

Liao, X. (2000). Communicative language teaching innovation in China: Difficulties and solutions. ERIC database, (ED443294). Retrieved form http://www.eric.ed.gov/PDFS/ED443294.pdf

Mehtab, S (2012). Difficulties and challenges in implementing CLT in Bangladesh. BRAC University. Retrieved from http://hdl.handle.net/10361/1894

Natsir, M., & Sanjaya, D. (2014). Grammar Translation Method (GTM) Versus Communicative Language Teaching (CLT); A Review of Literature. International Journal of Education and Literacy Studies, 2 https://doi.org/10.7575/aiac.ijels.v.2n.1p.58

Nesa, M. (2010). English Language Teaching-Learning through Communicative Approach at the Secondary School Certificate (SSC) Level in Bangladesh: A Brief Review. Journal of NELTA, 9(1), 8-16. https://doi.org/10.3126/nelta.v9i1.3346

Peyar, A. (2011). CLT in Theory and Practice. East West University.

Rao, Z. (2002). Chinese students’ perceptions of communication and non-communicative activities in EFL classroom. System, 30(1), 85-105. https://doi.org/10.1016/s0346-251x(01)00050-1

Rahman, A., Kabir, M. M., & Afroze, R. (2006). Effect of BRAC-PACE training on English language teachers of rural non-government secondary schools. Research & Evaluation Division, BRAC. Retrieved https://scholar.google.com/citations?user=LeUw-wwAAAAJ&hl=en

Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. Cambridge, Cambridge University Press.

https://doi.org/10.1017/CBO9780511667305

Richards, J. C., & Schmidt, R. W. (2010). Longman Dictionary of Language Teaching and Applied Linguistics. London: Longman. https://doi.org/10.4324/9781315833835

Shahidullah, M. (2004). Methods of Teaching and Testing English in Bangladesh: the Key Issues. English Teaching and Learning in Bangladesh, Dhaka, 7th August, East West University.

Shahidullah, M. (2012). Why Communicative, and what is amiss with it in the Bangladesh Classroom. Bangladesh: University of Rajshahi.

Sharmeen, T. (2008). Self-Motivation and its Role in the context of Bangladeshi Learners’ English Language Learning. Prime University Journal, 2(1), 98-109.

Ullah, M. M. (2013). CLT at the Higher Secondary Level in Bangladesh: Theory and Practice. Journal of Education and Practice, 4(4), 197-206. Retrieved from https://www.iiste.org/Journals/index.php/JEP/article/view/4540




DOI: https://doi.org/10.24071/llt.v24i2.3266

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Musfikul Islam

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed and abstracted in:

     

 

 

LLT Journal Sinta 2 Certificate (S2 = Level 2)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024

  

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.