Factors Affecting Teachers' Implementation Of Communicative Language Curriculum In Bangladesh

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dc.contributor.authorRahman, Mohammad Mosiur
dc.date.accessioned2019-01-15T07:31:53Z
dc.date.available2019-01-15T07:31:53Z
dc.date.issued2018-02
dc.description.abstractThis study focuses on the selected factors affecting teachers’ implementation of the NCTB’s Communicative Language Teaching (CLT) curriculum in secondary schools in Bangladesh. The study aims to reveal the factors that challenge teachers’ implementation of CLT in the English classrooms in secondary level. The study is qualitative in nature and adopted phenomenology approach to explore how teachers experience the phenomenon. Four schools were chosen from Dhaka, the capital of the country. Eight (8) participants were chosen from urban schools. Semi-structured interview, observation and document analysis of curriculum, assessment, and teaching materials were the instrument of data collection. Multiple data collection instruments were used to establish the data triangulation and credibility of research. A thematic approach of data analysis and presentation was adopted for the study. The finding of the study suggests that the shift from traditional Grammar Translation Method (GTM) to CLT was needed for a positive outlook of all the selected factors in the context of change; however, this did not happen. Numerous factors such as, needs of classroom teachers, complexities regarding the mismatch of teaching syllabus and material with assessment, unequipped classrooms, and quality of teacher development facilities have challenged teachers to implement CLT as it was intended in the classroom. The study suggests some recommendations to ensure effective implementation of the CLT's curriculum. The recommendations are curriculum development based on the teachers’ needs, revising the assessment system, providing technological assistance to the curriculum materials’ implementation in the classroom, eclectic approach of teaching blending CLT and GTM, new teachers’ recruitment process and professional development for the teachers. Future research on the problem is also recommended based on the other factors and stakeholders, including teachers.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/7577
dc.language.isoenen_US
dc.publisherUniversiti Sains Malaysiaen_US
dc.subjectImplementation of communicative languageen_US
dc.subjectcurriculum in Bangladeshen_US
dc.titleFactors Affecting Teachers' Implementation Of Communicative Language Curriculum In Bangladeshen_US
dc.typeThesisen_US
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Pusat Pengajian Bahasa, Literasi dan Terjemahan - Tesis