Challenges in implementing CLT at secondary schools in rural Bangladesh

dc.contributor.authorAlam, Md. Morshedul
dc.date.accessioned2018-07-31T06:43:01Z
dc.date.available2018-07-31T06:43:01Z
dc.date.issued2016-12
dc.descriptionpdfen_US
dc.description.abstractThis paper tries to identify the factors that hinder implementing Communicative Language Teaching (CLT) in the secondary schools in rural Bangladesh. This article takes a qualitative approach, and it is carried out in four rural schools in Banskhali, which is situated in Chittagong district in Bangladesh. Eight secondary level English language teachers were interviewed to generate data about the problems in implementing CLT in their respective institutions. The findings indicate several challenges that include: shortage of skilled teachers, unusually large class size, deficiency of modern materials used in CLT oriented classrooms, etc. This research may provide implications for the language policy makers and the practitioners for the improvement of CLT practices in the rural contexts of Bangladesh.en_US
dc.identifier.citationIIUC Studies-vol-13-Dec- 2016-7en_US
dc.identifier.issn1813-7733
dc.identifier.urihttp://dspace.iiuc.ac.bd:8080/xmlui/handle/88203/118
dc.language.isoenen_US
dc.publisherCRP, International Islamic University Chittagong, Bangladeshen_US
dc.subjectCommunicative Language Teaching (CLT)en_US
dc.subjectGrammar Translation Method (GTM)en_US
dc.subjectCLT implementationen_US
dc.subjectSecondary levelen_US
dc.subjectRural schools in Bangladeshen_US
dc.titleChallenges in implementing CLT at secondary schools in rural Bangladeshen_US
dc.typeArticleen_US

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