Challenges in Implementing Communicative Language Teaching at the Higher Secondary Level in Bangladesh

Abstract

Communicative approach was introduced in Bangladesh in 1996 from class six. English Language Teaching Improvement Project (ELTIP) jointly funded by the Government of Bangladesh and DFID of the UK Government developed the English textbook for classes eleven and twelve. The HSC textbook focused on practice of four language skills of listening, speaking, reading and writing. The CL T approach is considered to improve the language abilities especially 'communicative competence' of the learners. Some researchers at home pointed out that CL T approach is not working well in Bangladesh. Proper implementation of CLT is now a challenge for the policy­makers of the country. The present study aims at exploring the challenges in implementing CL T at the higher secondary level of Bangladesh. Based on both primary and secondary sources of data and information, the study comprises of empirical survey (through questionnaires), classroom observation scheme, textbook evaluation and so on. The respondents included 258 HSC students, 32 English teachers and 18 Principals from 18 (eighteen) colleges of Rajshahi and Satkhira districts (selected through multi-stage sampling). Classroom observation and interview of the HSC students and English teachers proved that communicative activities such as group work, pair work, individual activities, role play, simulation do not happen in the classes due to the negative attitude of both the teachers and students towards CL T. As a result, implementation of CLT is facing challenges all over the country especially in the non-government colleges of rural areas. In most of the cases, the lack of proper knowledge of CLT and motivation of both teachers and students are the cause of failure of CLT approach and a threat to the advancement of language teaching in Bangladesh. Founded on communicative syllabus, the HSC English textbook integrates the notional/ functional aspects of Wilkins (1976) with the 'communicative needs' of John Munby (1978). Simultaneously, grammar/ structure is incorporated implicitly in the textbook with the aim of increasing 'linguistic competence' of the learners so that this may lead to their 'communicative competence' as a whole. The higher secondary English textbook prescribed and published by the NCTB is worth reading and a good material for teaching and learning. The contents containing lots of contemporary issues may help the learners acquire knowledge of home and abroad. Moreover, description of everyday affairs/ situations in simplistic language appropriate for the students may lead to effective 'language acquisition'. Despite the time constraints (or inadequacy of time allocated for a class lesson), if some instructions of the textbook are followed regularly in the classes (and outside classes by the students), the students may enrich their skills to cope with their higher studies at home and abroad. Learners' Autonomy is closely related to CLT especially in developing language skills. The concept is not clear to both the learners and teachers interviewed but they realised the importance of it in language teaching. The survey shows that most of the learners rely on their teachers for their learning. Despite some limitations and constraints of the concept, there is still scope for promoting 'Learners' Autonomy' in Bangladesh. In a poor country like Bangladesh, complete autonomy is difficult but it can be promoted to some extent for the betterment of the learners. There are some recommendations in accordance with the challenges identified by the researcher and some suggestions for further research on the related issues for the betterment of EL T situations in Bangladesh. The researcher asserts that, if some suggestions recommended in this study, are taken into consideration, the challenges or threats of implementing CL T may be overcome to some extent. Otherwise, the target of 'communicative competence' of the learners will not be achieved.