CLT Theory and Classroom Practices in Secondary Education in Bangladesh: An Investigation into the Present Scenario
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Date
2021-08
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Abstract
This study examined how Communicative Language Teaching (CLT) is applied to English Language Classrooms in secondary education in Bangladesh. In conducting this study, the researchers used a mixed-method approach. The study used quantitative data collected from a questionnaire conducted with ninety-one students of secondary level and qualitative data from interview conducted with eight English teachers. The findings of the study reveal that English language classroom practices in secondary education hardly go with the principles of CLT. In some cases, the practices are far different from the techniques suggested by the CLT approach. The analysis reveals that although some teachers are willing to bridge this gap between CLT theory and classroom practices, they fail to do so because of time constraint, pressure from authorities to complete the syllabus, students’ and their parents’ eagerness to secure a good Grade Point Average (GPA) in the examination and their unawareness of the necessity of achieving communicative competence (CC). Based on these findings, some recommendations are provided at the end of the study for the improvement of pedagogical practices in secondary education.