Abstract:
Due to the importance and necessity to communicate in English many EFL/ESL countries
including Bangladesh adopted Communicative Language Teaching (CLT) approach for
teaching English. After many years of its launch learners’ unsuccessful proficiency level
raises the question on its effective implementation. This study attempts to provide a real
picture of CLT implementation. It also investigates the factors which challenge the
implementation of this teaching approach.
In this qualitative research data was collected through teacher interview, student’s group
interview and classroom observation.
The findings indicate CLT is not implemented here as it is in the theory. It shows that
classrooms are still teacher centered, learners are not engaged enough, and fluency is still
out of concern and classroom activities are not communicative.
The implementation has been challenged by several factors included: power of exam,
students’ English phobia, lack of facilities to support CLT, classroom environment.
The study also provides a range of practical recommendations for the authorities and
teachers of primary educational institutions, ministry, educators and policy-makers to
further improve implementation of CLT and to help ensure the success in implementing
this approach in Bangladesh.
