Title: The Challenges of Crafting a Thesis on CLT in Bangladesh

Crafting a thesis on Content and Language Integrated Learning (CLT) in Bangladesh is a formidable
task that demands meticulous research, critical analysis, and a deep understanding of the subject
matter. As students embark on this academic journey, they often encounter numerous challenges that
can impede their progress and impact the quality of their work.

One of the primary difficulties lies in the extensive research required to explore the nuances of CLT
in the context of Bangladesh. Finding relevant and up-to-date literature, navigating through
academic databases, and synthesizing information can be time-consuming and overwhelming.
Moreover, the scarcity of comprehensive resources specific to CLT in the Bangladeshi context adds
an additional layer of complexity.

The intricacies of data collection and analysis further contribute to the complexity of thesis writing.
Conducting interviews, surveys, or classroom observations to gather empirical data demands careful
planning and execution. Analyzing the collected data using appropriate methodologies requires a
strong grasp of research techniques, statistical tools, and the ability to draw meaningful conclusions.

Language barriers can pose another significant hurdle. Crafting a thesis that effectively
communicates complex ideas and research findings requires a mastery of academic language. For
non-native English speakers in Bangladesh, expressing intricate concepts in a scholarly manner can
be particularly challenging, leading to concerns about the overall quality of the written work.

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What are the teachers’ attitudes toward CLT techniques. This communicative inability of students
generates a question that is whether or not students and teachers actually want CLT. It no way it can
assess the real progress of the students in English. Some questions need to be addressed, such as to
what extent is the CLT framework working in Bangladesh. Then literature review is delineated with
the help of writings of different scholars. Then it discusses the challenges to implementing CLT in
some countries of the world and introducing CLT in Bangladesh. The fact that English is mostly used
worldwide among people for whom it is a second or foreign language is an indicator of such
uniqueness. A country is called developed only when its economy is developed. A wrong notion has
developed with CLT professionals that wrong English is most welcome. Through training, teachers
understood the importance of CLT, nevertheless they did not practice CLT properly in the
classrooms. Results showed that teachers blamed the mismatch between the assessment system and
the CLT approach for the inability to implement the CLT appropriately. CLT has been explored and
studied by many researchers in the field of English language teaching. Some of the pedagogical
principles especially in Bangladesh that have informed foreign language teaching in the last few
decades need to be reconsidered when that language is taught in English. Following the qualitative
research, data were collected through online interviews of 20 teachers and 20 students and were
analysed drawing upon thematic analysis. Secondary trained English teachers were the main data
source of the study. Following the qualitative research, data were collected through online interviews
of 20 teachers and 20 students and were analysed drawing upon thematic analysis. Therefore, this
study tried to investigate how much CLT approach is being implemented in English language
teaching at the primary level. Quantitative data analysis has also been shown in this study to realize
the exact condition of Communicative Language Teaching in the study area. This study aims to
explore this neglected area by pioneering an investigation into the essential features of CLT and into
the extent of its (CLT) reception in Bangladesh. This study seeks to address an observed gap in the
literature: the challenges faced by Bangladeshi secondary school teachers in implementing CLT. The
paper starts with a brief history of CLT, followed by its characteristic features and objectives. This
article demands the research techniquequestionnaire and interviews. During the 1970s and 1980s,
Food for Work conducted relief programs implementing. Besides, we don’t have subject-based
English teachers at the secondary level that means the teachers who graduated in English are engaged
in secondary level teaching. Download Free PDF View PDF IIUC Studies Challenges in
implementing CLT at secondary schools in rural Bangladesh Morshedul Alam This paper tries to
identify the factors that hinder implementing Communicative Language Teaching (CLT) in the
secondary schools in rural Bangladesh. Of course, authentic research in this regard is also not
available. What are the teachers’ attitudes toward the prescribed materials designed by national
Curriculum and Textbook Board (NCTB) based on the Communicative Language Teaching (CLT)
approach for the Higher. Keywords: Teaching Grammar, Traditional Method, Language Skill,
Communication. The findings of the study showed that CLT was not successful for teaching English
in rural schools and revealed a number of significant reasons for its failure. It also examined the
attitudes of the EFL teachers towards CLT as a method to teach English in rural schools in
Bangladesh. The basic learning techniques are memorization and rote learning, so students' interest
can't be aroused.
Qualitative technique was followed to analyse the data. Students memorize the exam oriented rules
of English grammar. Download Free PDF View PDF Teachers' understanding and practice of CLT in
higher secondary level of Bangladesh Dr. M Monjurul Islam Recently, English plays a unique role as
an international lingua franca over the world. We have researched this topic so that we can learn how
the different sectors of industry. In the 1980s, the Rural Electricification Board had. Finally, the
paper concludes with the implication for further research to explore the ways to adapt CLT in the
large classrooms in Bangladesh. This distinctiveness does not only refer to the language itself, but
also to the ways it is taught as a foreign language. The paper starts with a brief history of CLT,
followed by its characteristic features and objectives. Download Free PDF View PDF EXPLORING
THE CHALLENGES TO IMPLEMENT CLT AT THE SECONDARY LEVEL IN THE
SOUTHERN REGION OF BANGLADESH Md. Qualitative results show that teachers perceive
these difficulties in different ways, but there are noticeable patterns which suggest that these
difficulties, to a great extent, make CLT ineffective for teaching English at the secondary level in
Bangladesh. In the light of such demands, this empirical survey looks into English teachers'
perceived difficulties in implementing Communicative Language Teaching (CLT) approach, the
impact of these difficulties on language teaching, on the learners from the Bangladeshi ELT context.
The basic learning techniques are memorization and rote learning, so students' interest can't be
aroused. Download Free PDF View PDF English Language Teaching and Learning in Bangladesh:
CLT Perspective IOSR Journals publish within 3 days Abstract: Bangladeshi students study English
grammar as a compulsory subject from primary to tertiary level of education. Ethics in Economic Life
Between philosophical heights and practical necessities. Next, it explores the role of teachers and
learners as well as teaching activities in CLT. Overall, the teachers' responses show that teachers
acknowledge the central tenets and strengths of this approach, but at the same time, the responses
manifest their lack of comprehensive understanding of CLT principles. Md Rabiul Hasan A Research
on Garments Industry A Research on Garments Industry Aminul Huq Hrm practice-in-rmg industry
in Bangladesh Hrm practice-in-rmg industry in Bangladesh arifplus Blue economy. More Features
Connections Canva Create professional content with Canva, including presentations, catalogs, and
more. Teachers note that students find the use of CLT interesting. GrameenPhone was established by
Dr. Mohammad Yunus as a joint. The major concern of the students, teachers, and guardians is to
manage a good grade in English using a commercial or short-cut way which is tantamount to
avoiding real learning. The main observations from this study are: Teachers use the grammar
translation method in teaching and rarely have exposure to communicative approach. In the past four
decades Bangladesh have achieved a lot of things in the economy. The study also provides a range
of practical recommendations for the authorities and teachers of primary schools, ministry, educators,
and policymakers for further implementation of CLT to help to bring the success in implementing the
approach in Bangladesh. The findings of the study showed that CLT was not successful for teaching
English in rural schools and revealed a number of significant reasons for its failure. Listening
comprehension was not practiced in the class rather it was set as a reading comprehension question in
the public examination. As a result, the whole attempt of CLT has witnessed a mismatched situation.
Thus little attention is paid to the development of English communicative competence. To continue
their development process in this subject remains absent. Hence, we think the implementation of
CLT should be driven from the root level.
Download Free PDF View PDF IIUC Studies Challenges in implementing CLT at secondary schools
in rural Bangladesh Morshedul Alam This paper tries to identify the factors that hinder implementing
Communicative Language Teaching (CLT) in the secondary schools in rural Bangladesh.
Tauhiduzzaman This paper tries to identify the challenges that create obstacles of implementing
Communicative Language Teaching (CLT) at the level of secondary schools in the southern region of
Bangladesh. See Full PDF Download PDF See Full PDF Download PDF Related Papers Necessity
of Modification in the Existing Communicative Language Teaching (CLT) Approach: Bangladesh
Perspective IOSR Journals Abstract: In Bangladesh, English language learning and teaching have
always been facing obstacles to bring out positive and effective results. Participants for this study
were thirty teachers of English teaching at primary and secondary levels. In other words, the
disadvantage of the traditional grammar teaching method is that it prevents the students from
developing their communicative competence. The paper starts with a brief history of CLT, followed
by its characteristic features and objectives. It clandestinely proves that our assessment in English is
seriously faulty. Lack of contextual interpretation of grammatical rules is common. In this study,
concentration has been given to the disguised impact of the Grammar Translation Method (GTM) on
the practice of the CLT approach in Bangladesh. To browse Academia.edu and the wider internet
faster and more securely, please take a few seconds to upgrade your browser. What are the teachers’
attitudes toward the prescribed materials designed by national Curriculum and Textbook Board
(NCTB) based on the Communicative Language Teaching (CLT) approach for the Higher. Download
Free PDF View PDF Enhancing Grammar Competence of the Senior Secondary Students through
Communicative Language Teaching (CLT jacklyn guirre Download Free PDF View PDF The
Importance of Grammar in Acquiring English at the Secondary Level Education in Bangladesh IOSR
Journals English language teaching and learning has been accounted as an important sector in
Bangladesh. Yes, it is true that the students particularly in urban areas have become smarter than
before in terms of using English in their conversation, it is broken English, structurally wrong English
even then they have started using it in their practical life. Lack of contextual interpretation of
grammatical rules is common. It has sorted out the sensible level of the students in writing or writing
development and the teacher's effort towards the students to help them in learning the grammatical
rules of the Second Language. The intention of this paper is to show the status of teaching English
grammar in Bangladesh and thereby to discover whether there is any effect of communicative
method in teaching English grammar in the mentioned context. The investigation of this study
demonstrates that Bangladeshi secondary school English teachers' perception varies from the actual
action in the classroom. Keeping English in this position indicates that an increased emphasis is
placed on learning English. Students are taught fixed grammatical rules in different education levels
as mentioned in the syllabus. Download Free PDF View PDF Teachers' understanding and practice
of CLT in higher secondary level of Bangladesh Dr. M Monjurul Islam Recently, English plays a
unique role as an international lingua franca over the world. The research instruments comprised two
questionnaires: the first addressed EFL teachers' perceptions of CLT, and the second explored their
subsequent implementations of CLT in the Saudi Context. The students have little time using the
English language. Hence, we think the implementation of CLT should be driven from the root level.
In addition, a review of existing literature related to communicative competence, as well as how it
functions in CLT is presented. Adobe Express Go from Adobe Express creation to Issuu publication.
More Features Connections Canva Create professional content with Canva, including presentations,
catalogs, and more. The findings indicate several challenges that include: shortage of skilled teachers,
unusually large class size, deficiency of modern materials used in CLT oriented classrooms, etc.
When and to what extent grammar should be taught to language students. Export Diversification of
Bangladesh: Scrutinizing the Status Quo of an Undiv. The study also found that the present CLT
situation in Bangladesh is not in a satisfactory level.
Finally, the paper concludes with the implication for further research to explore the ways to adapt
CLT in the large classrooms in Bangladesh. This is enough to meet the country’s domestic needs for
the. Secondary trained English teachers were the main data source of the study. However, teachers
described that some students were shy, which was perceived as a barrier for the teachers to
implement CLT in the class. In the light of such demands, this empirical survey looks into English
teachers' perceived difficulties in implementing Communicative Language Teaching (CLT) approach,
the impact of these difficulties on language teaching, on the learners from the Bangladeshi ELT
context. The government has taken different policies over the years to. Tauhiduzzaman This paper
tries to identify the challenges that create obstacles of implementing Communicative Language
Teaching (CLT) at the level of secondary schools in the southern region of Bangladesh. The study, in
the process, examines definition and principles of CLT followed by a brief history of it and a review
of the teachers' misconception about it. RANA PLAZA tragedy and many others which created a
great loss for our industrial and. The implementation has been challenged by several factors,
including students' fear of exams, their English phobia, lack of facilities to support CLT and
improper classroom arrangement. This article initiates with the short introduction of CLT, tracked by
its problem statement, objectives and research questions. The collected data were presented under
different thematic headings and analyzed with the help of simple statistics and description. These
main issues were discussed and interpreted under different subcategories. Some questions need to be
addressed, such as to what extent is the CLT framework working in Bangladesh. So how to make
grammar teaching and learning both effective and efficient is an important task for both English
teachers and researchers. However, many argued that, despite this change, most of the students are
still unable to communicate in English effectively. The fact that English is mostly used worldwide
among people for whom it is a second or foreign language is an indicator of such uniqueness.
Students memorize the exam oriented rules of English grammar. This distinctiveness does not only
refer to the language itself, but also to the ways it is taught as a foreign language. Students practiced
them and if any new passage is given, they become puzzled. BIDS (2001), Fighting Human Poverty:
Bangladesh Human Development Report 2000, Dhaka. Then literature review is delineated with the
help of writings of different scholars. But unfortunately, the CLT approach has also been proved to
have disastrous effect in the outcome of ELT in Bangladesh. There is a discrepancy between their
beliefs about CLT and actual classroom practice. Fibre Arrangement. Since the 1970s, the RMG
industry started developing mainly as an export-. In order to strengthen students’ communicative
competence in English, moreover, the Government substituted CLT for GTM in 2001. The paper has
also worked on the implication of different steps in the ongoing accuracy process and the progress of
the students in producing clean paper through applying the grammatical rules. The attitudes and
opinion of the EFL teachers indicated that rethinking the suitability of CLT for English language
teaching in rural schools was very crucial for the government, the education boards and the Ministry
of Education. Actually, it is only for those who have not yet opened their mouth. Electricity problem
also is a great barrier in the way of.
These main issues were discussed and interpreted under different subcategories. Download Free PDF
View PDF TEACHING ENGLISH AT THE SECONDARY LEVEL: A STUDY OF TEACHERS'
PERCEIVED DIFFICULTIES IN IMPLEMENTING CLT IN BANGLADESH TJPRC Publication
For the last thirty years, the field of TESOL (TEACHING ENGLISH AT THE SECONDARY
LEVEL) has been influenced in its development by different issues which have led to increasing
demands for an inquiry into the social, economical and political aspects of English language
teaching. Some of the activities implemented in the classroom do not align or agree with the CLT
approach. A wrong notion has developed with CLT professionals that wrong English is most
welcome. The highly liberal attitude of the government to make the students pass in English
whatever they write in the script has further deteriorated the situation. Teams Enable groups of users
to work together to streamline your digital publishing. Download Free PDF View PDF English
Language Teaching and Learning in Bangladesh: CLT Perspective IOSR Journals publish within 3
days Abstract: Bangladeshi students study English grammar as a compulsory subject from primary
to tertiary level of education. Unleashing the Power of AI Tools for Enhancing Research,
International FDP on. These cookies will be stored in your browser only with your consent. Overall,
the teachers' responses show that teachers acknowledge the central tenets and strengths of this
approach, but at the same time, the responses manifest their lack of comprehensive understanding of
CLT principles. So she has to take help form the World Bank and other international organizations.
So. This study first presents an overview of English language teaching in Bangladesh, and then
investigates the definition and principles of CLT which is followed by a brief history of CLT.
Unleashing the Power of AI Tools for Enhancing Research, International FDP on. A Study of
Bangladeshi College Teachers’ and Students’ Perception of CLT Do Teachers And Students Want
CLT. Thus little attention is paid to the development of English communicative competence.
Keywords: Teaching Grammar, Traditional Method, Language Skill, Communication. GrameenPhone
was established by Dr. Mohammad Yunus as a joint. The existing books are not at all interesting,
eye-catching, or user-friendly. Through training, teachers understood the importance of CLT,
nevertheless they did not practice CLT properly in the classrooms. Results showed that teachers
blamed the mismatch between the assessment system and the CLT approach for the inability to
implement the CLT appropriately. However, some trained teachers try to practice all the skills in the
classroom but they lose their motivation after a certain period as listening and speaking are not
directly assessed in the public examinations and the students, guardians and the school authorities
don’t encourage the point. However, CLT approach is not predominantly employed in the classroom
instruction. This kind of method can't build the students' self-confidence or improve their
communicative strategies in English learning but makes them fear English grammar learning. The
intention of this paper is to show the status of teaching English grammar in Bangladesh and thereby
to discover whether there is any effect of communicative method in teaching English grammar in the
mentioned context. Finally, the paper concludes with the implication for further research to explore
the ways to adapt CLT in the large classrooms in Bangladesh. Download Free PDF View PDF See
Full PDF Download PDF Loading Preview Sorry, preview is currently unavailable. Using semi-
structured interviews with the EFL teachers of a rural school in Bangladesh, this study determined
whether CLT is appropriately and effectively applied in the English language classrooms of the rural
schools situated in the extreme interior in Bangladesh. Introduction of General Pharmacology
PPT.pptx Introduction of General Pharmacology PPT.pptx Researach Paper on Industrial sector of
bangladesh 1. Participants for this study were thirty teachers of English teaching at primary and
secondary levels. CLT and even the existing assessment system could have produced some quality
students if the same kind of questions had not been set year after year. It establishes a stance that
inductive teaching of grammar for its integration with language production is more beneficial to
students than the deductive method.
This article demands the research techniquequestionnaire and interviews. Andreas Schleicher - 20
Feb 2024 - How pop music, podcasts, and Tik Tok are i. Now-a-days, the language teaching method
that gets much priority is the Communicative Language Teaching (CLT). Language learners in
environments utilizing CLT techniques learn and practice the target language through interaction
with one another and the instructor. Digital Sales Sell your publications commission-free as single
issues or ongoing subscriptions. Key word: Language learning in Iran, communicative language
teaching, Teachers difficulties. You can download the paper by clicking the button above. Although
the students' mastery of the grammatical rules can be improved through the traditional grammar
teaching method, they cannot use these rules flexibly and appropriately in communication. In
conducting this study, the researchers used a mixed-method approach. Then literature review is
delineated with the help of writings of different scholars. When the development of HYV of grain
was taking place. It also discusses some principles of CLT and the roles of instructors and students
as well as explores the challenges for the application of CLT associating with the short indication of
exam and educational system of Bangladesh. Keeping English in this position indicates that an
increased emphasis is placed on learning English. Finally, the paper concludes with the implication
for further research to explore the ways to adapt CLT in the large classrooms in Bangladesh. To
browse Academia.edu and the wider internet faster and more securely, please take a few seconds to
upgrade your browser. Download Free PDF View PDF See Full PDF Download PDF Loading
Preview Sorry, preview is currently unavailable. However, the study found the lack of congruence
between the student teachers' views on grammar and grammar teaching, and their actual classroom
practices in the areas such as methods, techniques, resources and activities. Besides, learners in
Communicative Language Teaching or CLT chiefly aims at achieving communicative competence,
and seem to bypass grammatical competence as noticed in the context of Bangladeshi learners. In
the classroom practical English or everyday use, English is hardly practiced. The major findings
were: clarifying possible change to employees through communication, involving employees in the
change process, and training them so that they can cope with the change. Students practiced them
and if any new passage is given, they become puzzled. The researcher believed that the information
drawn from this research would provide supplementary data for all who are responsible for
promoting English language education through CLT in Bangladesh. The study is a mixture of
qualitative and quantitative and typologically the research is descriptive and explanatory. Keywords:
Teaching Grammar, Traditional Method, Language Skill, Communication. Finally, the paper
concludes with the implication for further research to explore the ways to adapt CLT in the large
classrooms in Bangladesh. Several attempts have been taken to prove the justification of the
inclusion of the CLT approach in the curriculum in our country. However, none of the two types of
teachers had clear perceptions and frequent implementations of CLT. Lack of contextual
interpretation of grammatical rules is common. They show that classrooms are still teacher-centred;
learners are not well-engaged; fluency is still out of concern, and classroom tasks are not
communicative. It clandestinely proves that our assessment in English is seriously faulty.
Mukherjee Download Free PDF View PDF Sefarad Gorge K. The major findings were: clarifying
possible change to employees through communication, involving employees in the change process,
and training them so that they can cope with the change. Andreas Schleicher - 20 Feb 2024 - How
pop music, podcasts, and Tik Tok are i. Then literature review is delineated with the help of writings
of different scholars. The research shows no major differences as to how teachers understand CLT
regardless of their educational background. The government has taken different policies over the
years to. What are the teachers’ attitudes toward CLT techniques. You can download the paper by
clicking the button above. The paper explores the possibilities of integrating grammar with four skills
of language through the classroom experiences accumulated over two decades. Download Free PDF
View PDF EXPLORING THE CHALLENGES TO IMPLEMENT CLT AT THE SECONDARY
LEVEL IN THE SOUTHERN REGION OF BANGLADESH Md. The result of the study
demonstrated that proper change management principles were not followed when introducing CLT
into education system. Language in India, 14(4): 80-87 jeyaraj john sekar Grammar teaching seems to
be an inevitable activity of self-indulgence of English language teachers in India. There were (25)
English teachers from five schools who were chosen purposively for FGD. In other words, the
disadvantage of the traditional grammar teaching method is that it prevents the students from
developing their communicative competence. Hence, we think the implementation of CLT should be
driven from the root level. It also focuses on the recommendations and implications for further
research to eradicate the challenges. It also discusses some principles of CLT and the roles of
instructors and students as well as explores the challenges for the application of CLT associating with
the short indication of exam and educational system of Bangladesh. However, CLT approach is not
predominantly employed in the classroom instruction. Second Language Acquisition Teacher
Education Critical Pedagogy Applied Linguistics See Full PDF Download PDF About Press Blog
People Papers Topics Job Board We're Hiring. This paper deals with the importance of explicit and
implicit grammar, suggestion about the implementation of strong and weak version of CLT, needs
analysis, selection and grading procedures to choose appropriate materials for teaching
communicative English grammar in different levels of CLT classroom in Bangladesh. This article
demands the research techniquequestionnaire and interviews. Download Free PDF View PDF
English Grammar: Views of Student Teachers and Communication of Grammar to Their Students
Balram Adhikari The study investigates and compares the views and actual classroom practices of
student teachers with regard to grammar teaching. Communicative language teaching makes use of
real-life situations that necessitate communication. Several researchers have posited potential causes,
including discrepancies between theoretical understandings and practical applications of CLT,
teachers' entrenched beliefs, and internal and external constraints like inadequate methodology
knowledge and structural issues. A wrong notion has developed with CLT professionals that wrong
English is most welcome. The findings point out some encounters-bizarrely large class size, culture,
insufficient of trained teachers and modern teaching aids, low salary of instructors, formal
relationship between teachers and students, educator's inability to speak English for a long time in
the classroom, imbalance between curriculum and assessment and grammar-based exam. Without
learning grammar language learning is incomplete. Though the introduction of CLT was thought to
revolutionize the teaching of the English language in our country, the opposite has happened. We
have researched this topic so that we can learn how the different sectors of industry. The main
observations from this study are: Teachers use the grammar translation method in teaching and rarely
have exposure to communicative approach.