Factors Affecting Teachers’ Implementation of Communicative Language Teaching Curriculum in Secondary Schools in Bangladesh

• Published in: Qualitative report Vol. 23; no. 5; pp. 1104 - 1126
• Main Authors: Rahman, Mohammad, Pandian, Ambigapathy, Kaur, Manjet
• Format: Journal Article
• Language: English
• Published: Fort Lauderdale Nova Southeastern University, Inc 01.05.2018; The Qualitative Report
• Subjects: Analysis; Classroom observation; Communicative language teaching; Curricula; Data collection; Education reform; Educational Change; Educational materials; English (Second language); English as a second language; Foreign language learning; Grammar Translation Method; Grammar translation method of language teaching; Instructional Materials; Interest groups; Language Teachers; Practice; Qualitative research; Research methodology; Rural areas; Second language instruction; Secondary schools; Study and teaching; Teachers; Teaching; Teaching Methods; Textbooks; Villages; Bangladesh; New York; United Kingdom > UK; United States > US
• ISSN: 1052-0147; 2160-3715
• DOI: 10.46743/2160-3715/2018.3220

This study focuses on the selected factors affecting teachers’ implementation of the Communicative Language Teaching (CLT) curriculum in secondary schools in Bangladesh. The study is explorative, interpretivist, and qualitative in nature. A phenomenology approach, under qualitative method, was adopted to explore how teachers experience the phenomenon of CLT based curriculum change. Four schools were chosen, two from Dhaka (Urban), the capital of the country, and two from the villages in Chandpur (Rural). Eight selected participants were chosen from these schools based on a purposive sampling. Semi-structured interviews, classroom observation and document analysis of curriculum, assessment, and teaching materials were the instruments of data collection. The finding of the study suggests that the shift from traditional Grammar Translation Method (GTM) to CLT was needed a positive outlook from all the selected factors in the context of change; however, this did not happen. Numerous factors such as, needs of classroom teachers, complexities regarding the mismatch of teaching syllabus and material with assessment, unequipped classrooms, and quality of teacher development facilities have challenged teachers to implement CLT as it was intended in the curriculum. The study suggests some recommendations to ensure the effective implementation of CLT curriculum. Future research is also recommended based on other factors and stakeholders.