[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589467-105":59,"doc-detail-589467-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","communicative-language-teaching-a-practical-scenario-in-the-context-of-bangladesh","Communicative Language Teaching: A Practical Scenario in the Context of Bangladesh","","Communicative Language Teaching (CLT) has been adopted in Bangladesh’s language teaching and learning context, yet its implementation continues to face multiple challenges. Many institutions attempt classroom application despite limited resources, materials, and qualified language experts, while policy makers often follow other countries’ models without equivalent strategic planning or funding. This paper presents the realities behind CLT adoption, documents common malpractices in Bangladeshi educational institutes, and discusses strategic points, data collection, analysis, and feasible remedies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/communicative-language-teaching-a-practical-scenario-in-the-context-of-bangladesh/589467/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/communicative-language-teaching-a-practical-scenario-in-the-context-of-bangladesh/589467.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What challenges hinder CLT implementation in Bangladesh’s classrooms?","Question",{"text":112,"@type":113},"The paper states that institutions lack sufficient resources, teaching materials, and qualified language experts, even though CLT is accepted and attempted in secondary and higher secondary settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why do teachers in Bangladesh often fail to apply CLT effectively?",{"text":117,"@type":113},"It highlights that teachers are not longer interested in applying CLT, linking this to insufficient strict government and institutional policies and teachers’ competing private tuition and other monetary activities.",{"name":119,"@type":110,"acceptedAnswer":120},"How does CLT differ from earlier teaching methods in the paper?",{"text":121,"@type":113},"The paper describes CLT as an interaction- and communication-focused approach, contrasting it with methods like Grammar Translation, Situational, and Audiolingual approaches that were seen as less aligned with successful communication goals.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589467,1792210940,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 7 No. 5; October 2016  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  |  |  |\n|  | Flourishing Creativity & Literacy |  |\n|  |  |  |\n\nCommunicative Language Teaching: A Practical Scenario in  \nthe Context of Bangladesh  \nMd. Kawser Ahmed  \nDepartment of English, Z.H. Sikder University of Science & Technology, Madhupur, Kartikpur, Bhedergonj, Shariatpur, Bangladesh  \n[E-mail: kawser.zhsust@gmail.com](E-mail: kawser.zhsust@gmail.com)  \nDoi:10.7575/aiac.alls.v.7n.5p.97  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.7n.5p.97](http://dx.doi.org/10.7575/aiac.alls.v.7n.5p.97)  \nReceived: 21/05/2016  \nAccepted: 02/08/2016  \nAbstract  \nCommunicative Language Teaching, popularly known as CLT, has become a newly adopted methodology in the teaching and learning context of Bangladesh. This methodology, since the initiation, has encountered and is still encountering a number of hurdles that need to be dealt with best care and feasible strategy. Of all methods, most of the educational institutes be- it secondary or higher secondary are inclined to accept and apply the CLT in classroom, though there has been a lack of resources, materials and language experts. Ignoring the reality, the policy makers would like to follow the other countries, though they are self-sufficient and self-dependent on their strategic plans and strong funds who have already executed CLT with success. This paper attempts to present the reality behind the implementation of CLT in the language teaching and learning environment and outlines the malpractices widely obvious in educational institutes of Bangladesh. This paper also focuses on the strategic points, data collection and analysis and probable remedy regarding the real picture of CLT in Bangladesh.  \nKeywords: CLT, methodology, context, hurdles, Bangladesh  \n1. Introduction  \nTeaching English in educational institutes of Bangladesh bears the testimony of the traditional Grammar Translation Method where deductive application of grammatical rules and translation from target language to native one is encouraged. This happens not only in rural environment, as there has been a great lack of skilled teachers, practitioners and trainers, but also in reputed schools and colleges of Bangladesh where teachers are no longer interested to apply this methodology, Communicative Language Teaching (CLT), because of not having strict policies from the government and institute. Rather it is frequently seen that they remain busy with their private tuitions and other monetary affairs related activities, though many of them receive training and participate in seminars and conferences on how to apply CLT and other effective methodology to dispense English language teaching. This paper, in fact, focuses on why the teachers are on longer interested and do not apply the CLT in teaching and learning environment effectively. Similarly, research findings of this paper highlight the pitfalls of teaching methodologies that are practiced in the name of Communicative Language Teaching (CLT) and the survey work taken from different educational institutes with numerous questions at secondary and higher secondary level. It is, however, relevant to mention that no specific methodology is applied up to primary level teaching in Bangladesh and some rhymes , vocabularies and sentence completions are done even these are not done on regular basis. Rather students are encouraged to memorize set rules and thus apply them in examination.  \n2. What is Communicative Language Teaching (CLT)?  \nCommunicative Language Teaching (CLT) is an approach in the teaching arena of second and foreign language where a good communication and interaction among learners is done appropriately outside of the classroom. This communication is based upon everyday use, social necessary, formal invitation and classroom setting and this type of activity is interaction based wher","cbCaikUVli23kImm","https://ap.wps.com/l/cbCaikUVli23kImm","pdf",321383,"English","# Introduction\n# What is Communicative Language Teaching (CLT)?","[{\"question\":\"What challenges hinder CLT implementation in Bangladesh’s classrooms?\",\"answer\":\"The paper states that institutions lack sufficient resources, teaching materials, and qualified language experts, even though CLT is accepted and attempted in secondary and higher secondary settings.\"},{\"question\":\"Why do teachers in Bangladesh often fail to apply CLT effectively?\",\"answer\":\"It highlights that teachers are not longer interested in applying CLT, linking this to insufficient strict government and institutional policies and teachers’ competing private tuition and other monetary activities.\"},{\"question\":\"How does CLT differ from earlier teaching methods in the paper?\",\"answer\":\"The paper describes CLT as an interaction- and communication-focused approach, contrasting it with methods like Grammar Translation, Situational, and Audiolingual approaches that were seen as less aligned with successful communication goals.\"}]","Communicative Language Teaching: A Practical Scenario in the Context of Bangladesh | PDF",1792067407]