Effectiveness of communicative language teaching at primary level in Bangladesh
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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.