Question: Identify and discuss the challenges in implementing CLT in Bangladesh.
Introduction
CLT which stands for Communicative Language Teaching is an approach to the teaching of second and foreign languages. In 2001, CLT was introduced from six standard to twelve standards but in reality, it is not seen at all since 95% students after passing twelve years of education cannot read and write standard English let alone fluent speaking.
The major challenges in implementing CLT
Nonetheless, government’s introduction of CLT in Bangladesh, the successful implementation of CLT is hampered due to sundry factors. In recent years, several researchers have made attempts to investigate the challenges of implementing CLT in Bangladesh.
Mammoth class size
One of the maximal challenges to implementing CLT in Bangladesh is a number of students in the classroom. An American linguist Larsen-Freeman, (2000) in her book “Techniques and Principles in Language Teaching” has emphasized on the small class for implementing CLT. The number of students in language should be limited within 25-30.
More Notes of ELT
Teacher-student ratio
Another challenge for CLT in Bangladesh is teacher – student ratio. In the institutions of Bangladesh, the ratio between teacher and student could not be determined. But according the Cambridge University Education Policy, teacher – student ratio must be 1: 12.
Cultural inexpediency
Cultural inappropriateness that is another major challenge in respect of Bangladesh to redact CLT reflects a long tradition of unconditional obedience to authority. Rahman and Karim (2015) asserted, “One of the implementation problems of CLT in Bangladesh is that the approach is not always appropriate with the socio-cultural context of the country” (p. 84). Besides students have lack of team spirit.
Mismatch between curriculum and assessment
The English curriculum of Bangladesh is based on four skills of language – listening, speaking, reading and writing. But the teachers lay assertion on reading and writing and the exam system is also based on reading and writing devoid of listening and speaking.
Lack of orientation or tendency
No initiative has so far been taken by the government of Bangladesh to familiarize CLT with the teaching community though the teachers are repeatedly urged to adapt to CLT. According to the researchers, a nationwide orientation has not yet been possible to introduce CLT among the teachers in Bangladesh.
The British Council in Bangladesh offers 40-hour intensive training in CLT. However, the cost of this training program is pretty high. Only a few private colleges in and around the capital city can afford to get their teachers trained from the British Council. Moreover, teachers of Bangladesh in general have almost no access to national, regional and international seminars, conferences and journals on CLT.
Lack of pre-service and in-service training
In Bangladesh, “a pre-service training” is not required to join as English teachers in any level. Besides, “in-service” opportunity for training in CLT in Bangladesh is almost absent (Rahman and Karim, 2015, p. 84). The government has not yet been able to establish a Teachers’ Training College for tertiary level English teachers. Therefore, lack of training facilities in CLT is a big challenge to implementing CLT in Bangladesh.
Other challenges
- Economic constraints
- Teachers’ deficiency in spoken English
- Inadequate technological support
- Lack of research facility etc.
Suggestions or recommendations
Several researchers have come up with their recommendations to overcome the challenges to implementing CLT in Bangladesh. Most of them have given similar types of recommendations based on the context of Bangladesh. However, different researchers have emphasized different aspects. For example,
- Making the class size smaller and providing adequate teaching aids appropriate for CLT.
- Providing massive CLT training for English teachers and lessening English teachers’ work-load.
- Improving the infrastructures to make suitable for CLT and increasing teachers’ remunerations.
- The modification of exam system to make it communicative.
- Government of Bangladesh should take long term policy for the implementation of CLT.
- Motiving the learners to speak English.
- A language club should be established in every school.
Conclusion
To sum up, it must be asserted that possessing four skills of English is impossible without redacting CLT. The above recommendations must be weapon to implement CLT in Bangladesh.
