CLT at the Higher Secondary Level in Bangladesh: Theory and Practice

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dc.contributor.author Ullah, Md. Mohib
dc.date.accessioned 2018-07-16T10:30:51Z
dc.date.available 2018-07-16T10:30:51Z
dc.date.issued 2015-12
dc.identifier.citation Volume 12, December 2015, Page 71-86, Article-5 en_US
dc.identifier.issn 1813-7733
dc.identifier.uri http://dspace.iiuc.ac.bd:8080/xmlui/handle/88203/60
dc.description pdf en_US
dc.description.abstract With the progress of time, the aim of teaching and learning English as a Second Language (ESL) or English as a Foreign Language (EFL) changed, and so did the approaches and methods in language teaching. Different methods and approaches emerged and were replaced, influenced or contributed to the emergence of new methods. It is widely acknowledged that one umbrella approach to language teaching that has become the accepted "norm" in this field is the Communicative Language Teaching Approach. This study deals with the theories and practices of CLT at the Higher Secondary level in Bangladesh. Realizing the significance of CLT, The Ministry of Education in Bangladesh made groundbreaking attempts to implement CLT in the new context and also brought some changes in the curriculum in 1990s. Along with attempting to provide a real picture of how CLT is practiced and utilized in an ESL/EFL context, this study focuses on the Practice of CLT approach in Bangladesh. Moreover, this study intends to propose some propositions to be implemented for better practice of CLT in ESL/EFL contexts. en_US
dc.language.iso en en_US
dc.publisher CRP, International Islamic University Chittagong, Bangladesh en_US
dc.subject Communicative Language Teaching (CLT) en_US
dc.subject Higher Secondary level en_US
dc.subject Bangladesh en_US
dc.title CLT at the Higher Secondary Level in Bangladesh: Theory and Practice en_US
dc.type Article en_US


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