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Practices and Outcomes of Communicative Language Teaching in Higher Secondary Schools in Rural Bangladesh

机译：孟加拉国农村地区高中交际语言教学的实践与结果

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This paper aims to provide insights into the challenges of Communicative Language Teaching (CLT) practice at higher secondary level in Bangladeshi rural settings. Employing qualitative approach, in-depth interviews were conducted with 24 rural English language teachers to explore the problems they face in CLT implementation. The interview data were scrutinized using thematic analysis. Three major themes emerge from the analysis which are: (i) pedagogical factors; (ii) contextual factors; and (iii) personal factors that obstruct CLT implementation to reach at its expected outcome. The paper reveals the gap between the objectives of the present ELT curriculum and teachers’ practices. The teachers are optimistic with CLT approach for improving students’ English skill, but they need viable support to overcome the factors working as the barriers of its proper implementation. Based on the teachers’ suggestion, the study recommends the aligning of curriculum and test format, and also the training and logistic support for the teachers to overcome the issues surrounding the CLT implementation in the rural context of Bangladesh.
机译：本文旨在为孟加拉农村地区高中阶段的交际语言教学（CLT）实践挑战提供见解。采用定性方法，对24位乡村英语教师进行了深入访谈，以探讨他们在CLT实施中面临的问题。访谈数据使用主题分析进行审查。分析得出了三个主要主题，它们是：（i）教学因素; （ii）情境因素; （iii）妨碍CLT实施以达到其预期结果的个人因素。本文揭示了当前ELT课程目标与教师实践之间的差距。老师们对CLT方法能够提高学生的英语水平表示乐观，但是他们需要可行的支持来克服阻碍其正确实施的因素。根据教师的建议，研究建议调整课程和考试格式，并为教师提供培训和后勤支持，以克服围绕孟加拉国农村地区实施CLT的问题。

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