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

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.

Washback of assessment on English teaching-learning practice at secondary schools

“…Besides, there is a lack of sufficient evidence to confirm its existence and especially the nature of its effect in the context of the current study (Nuby et al, 2019;Nur & Islam, 2018;Sultana, 2019). Literature indicates that there are certain shortcomings in the field of language testing in Bangladesh with regard to washback: paucity of empirical studies and lack of students' perspectives in the washback studies (Ali & Hamid, 2020;Nuby et al, 2019;Rahman et al, 2019Sultana, 2019). Moreover, previous researchers of the current context suggested future researchers to evaluate the contents of the tests while studying washback (see Rahman et al, 2019;Sultana, 2018).…”

“…Hence, studies suggest that each test or exam (especially high-stake ones) demands a tailor-made study on boarding multiple stakeholders (such as teachers and students) to detect its washback effect (Cheng, Andrews, & Yu, 2011;Fulcher & Davidson, 2007;Spratt, 2005). Besides, there is a lack of sufficient evidence to confirm its existence and especially the nature of its effect in the context of the current study (Nuby et al, 2019;Nur & Islam, 2018;Sultana, 2019). Literature indicates that there are certain shortcomings in the field of language testing in Bangladesh with regard to washback: paucity of empirical studies and lack of students' perspectives in the washback studies (Ali & Hamid, 2020;Nuby et al, 2019;Rahman et al, 2019Sultana, 2019).…”

“…In order to improve the quality of English teaching and learning, several attempts have been made to reform the curriculum. One such change in English curriculum was done in 1996 when GTM was replaced with CLT approach (National Curriculum & Textbook Board [NCTB], 2012;Nuby, Rashid, & Hasan, 2019;Nur & Islam, 2018;Rahman, Pandian, & Kaur, 2018;Sultana, 2018) with the hope that it would increase learners' proficiency by raising the standard of English teaching and learning at educational institutes of Bangladesh (Hamid & Baldauf, 2008;Rahman, 2012;Roshid, 2009). But unfortunately, regardless of various attempts of curriculum reforms, several recent studies (Al Amin & Greenwood, 2018;Hoque, 2016;Maniruzzaman & Hoque, 2010;Rahman et al, 2019) confirm that there is a very insignificant change in teaching and learning process in the English classrooms.…”

Iranian EFL Teachers’ Perspective towards the High School English Textbook, Vision3: An Evaluation Based on Communicative Approach

“…There are many inquiries carried out on CLT the latest of which are Christianto (2019), Nuby et al (2019), andToro et al (2019) who investigated the approach in the context of the classroom, from teachers' perspective who worked with the approach, and its outcomes again from teachers' point of views. Toro et al's (2019) research made it clear that strategies such as modeling, pair and group work, as well as repetition are the beneficial ones frequently used by teachers.…”

Implementing Communicative Language Teaching (CTL) Approach in an International Standard School in Batam

“…However, it is crucial to focus on the factors that influence the success of the CLT method in a classroom before implementing CLT. Professional Development (PD) for the teachers is one of the most important factors that affect the learner in achieving the target language proficiency (Nuby et al, 2019). PD is a program for teachers to assist them in improving their skills (Kennedy, 2016).…”