Professional Documents
Culture Documents
Submitted to
Sudipta Basak
Assistant Professor
Department of English
Jagannath University
Submitted by
ID: M200102508
Teachers play a very vital role in Communicative language teaching. They remain in
the classroom as a guide or a facilitator to be done the communication process among the
participants. Teachers can also encourage the participants to join in various activities.
Teachers also play the role of communicator in the learning progress where they can answer
the questions of participants and also care about their performance and activities. On the
other hand, the students must have to cooperate and support each other in the group to
complete their all tasks assigned by the responsible teacher. They have to create some groups
among themselves for their learning purpose and taking care of how they are able to perform
in the classroom. Also the students should be more interactive and create an interactive
environment in the classroom for making the learning more easy and attractive.
CLT in Bangladesh
After being an Independent country since 1971, English has been a compulsory
subject for the student of Bangladesh at every level of schooling from primary to tertiary. At
first the Bangladesh Education Board implemented the Grammar Translation Method (GTM)
for teaching and learning English. This was a teacher centered method and the role of the
student was passive. For that reason, the classes of English were not so interactive during
those days. It seems that the GTM was not very effective and by this method students were
taught only to perform well in examinations. It is also notable that in the examinations,
questions were designed mainly to test the students’ grammatical knowledge. By doing that
GTM failed to developed students communicative competence. Therefore, with a view of
achieving communicative purposes CLT was introduced in 2001 from grade six to grade
twelve in Bangladesh. The goal of introducing CLT in Bangladesh was to develop learners’
ability to speak English. However, the goal of introducing CLT in Bangladesh is still not
achieved as most of the students cannot speak English fluently even after they completing
their twelve years of education.
Above discussion, it can be said that there are many challenges to implementing CLT
in Bangladesh. The large class size, mismatching between curriculum and assessment, lack of
training for the teachers, cultural inappropriateness and poor socio-economic conditions are
the main barrier to implementing CLT in Bangladesh. To implement CLT successfully some
changes can be made. Like making the class size smaller and provide a proper teaching
material which is appropriate for CLT. Also government can provide a mass CLT training
for the teachers and decrease the work load for English teachers. Also it seems that modifying
the examination system to make it communicative and fruitful can achieve the target of
implementing CLT. Also teachers can motivate the learners to speak in English. It will bring
a great result if a language club is being established in every school. However, this is not
possible to do in Bangladesh overnight as we all know we are such a densely populated
country with poor socio-economic status.