problems of clt approach with the teachers and students of bangladesh

BANGLADESH RESEARCH PUBLICATIONS JOURNAL
ISSN: 1998-2003, Volume: 9, Issue: 3, Page: 175-181, January - February, 2014
Review Paper
PROBLEMS OF CLT APPROACH WITH THE TEACHERS AND STUDENTS OF
BANGLADESH
Md. Faisal Haque*1
Md. Faisal Haque (2014). Problems of CLT Approach with the Teachers and Students of
Bangladesh.
Bangladesh
Res.
Pub.
J.
9(3):
175-181.
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from
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Abstract
Since the colonial period, English has been enjoying the prestige of being
the second options of communicative medium in Bangladesh. It is a
compulsory subject in the primary to general degree level in our country.
The needs analysis of the students made a certain number of education
commissions and education policies to design various types of syllabi in
accordance with the demands of the students. At present, CLT approach
has been implemented in the syllabi for each of the levels mentioned
above. But the result is frustrating that the new approach is still inaccessible
to many of the teachers and students in spite of the diverse attempts to its
pedagogy and learning. This paper investigates into the problems of CLT
with the teachers and students. The author has selected the secondary
level syllabus as a specimen that is based on CLT approach. The body of
the work includes questionnaires, interviews with teachers and students of
some schools in Dinajpur. Some facts that are liable for the miscarriage of
CLT have been diagnosed. And ultimately some recommendations have
been exposed which, as the author thinks, will be helpful to fulfillment of
the target of CLT implementation in the English syllabi for students.
Key words: Second Language, CLT, GTM, NCTB, Methods, Methodology, ESL etc.
Introduction
Unlike to be stagnant, Language is changing day by day. English is not an
exception of it. As English is an international language and the second language
in our country, we have to learn it as a target language. With the current of the
change of English its learning process has also been changing since its inclusion in
our curriculum.
The changes have taken place by succession through the reformation of
teaching and learning processes. National Curriculum and Textbook Board
(NCTB), now a days, has implemented a Communicative Language Teaching
(CLT) approach based syllabus in the secondary level instead of the Grammar
Translation Method (GTM) based on with a view to learning English more
functionally. It has also provided a text book that is fully communicative that is
supposed to lead the students to the functional, situational, deductive, inductive
and practical learning of English so that they can achieve a high caliber in each
of the four basic skills of English.
This era is the era of free trade. The globalization and the worldwide commerce
require a high level of competence in the English language. Since Bangladesh is
an over populated and developing country, its people have to be excessively
*Corresponding Author: E-mail: [email protected]
Lecturer, Department of Social Science and Language, Hajee Mohammad Danesh Science and
Technology University, Dinajpur, 5200.
Haque et al.
176
fluent in English to make themselves a human asset. Besides this, the whole world
is being dependent on technology and consequently being digitalized. But the
language of digitalization is English. So, to succeed in international trade, to be
digitalized, to enrich technological knowledge, we have to learn English with a full
attempt
Though English is studied in a full swing from primary to graduate level in
Bangladesh, its output is very poor. The cause was the faulty method
implemented in the curriculum. Expecting the change and improvement in
learning, the CLT approach has been implemented instead of GTM. But the result
is frustrating. Let alone speaking fluently, the students can not read it fluently. They
lack the expected caliber in each of the four skills. The students are still
memorizing their lesions. They are not trying to speak English outside their classes.
Even they are not being inspired by their teachers to do so. Another important
fact to mention is that the teachers are still ignorant of the new method. Hence,
they can not apply it properly in the class room. But if they get an adequate
training on CLT approach, as some of them have confessed, they will be
successful to fulfill the aim of the new approach. So, at this situation what is most
important is to make both the teachers and students concerned of the basic aim
of CLT approach through some steps so that each of the four skills of English can
be learnt completely. And, eventually communication in English will be as strong
as is expected.
Little Wood (1981) asserts that the only goal of Communicative Language
Teaching Approach (CLTA) is to enrich the communicative competence of the
learners. He puts equal importance on both structures and functions of the
language. Structures come first but they should be taught through social
situations. According to him, learning English for communication with grammar in
use is the ultimate goal of CLTA.
Richards (1985) observed that communicative classroom is more effective than
formal instruction dominated classroom. Problem solving, communicative tasks,
information exchange and meaningful interaction are to be done in the target
language. Free environment in the classroom is required for the spontaneous
learning of the target language.
The introduction of CLTA in China was noticed, by Xiao Qing and Liao (2001), as
an unsuccessful approach. The most detrimental single factor, as reported by
Liao, was ‘feasibility’. This is why; the State Education Development Commission
became unsuccessful in their goal.
National Education Commission (2003) diagnosed some problems with CLTA and
its use. The commission observed that it created confusion among the teachers of
the secondary level. The commission thought that the application of CLTA was
launched without preparation. Especially the teachers were not trained of the
new method. Their knowledge of the new method was very poor. They are
ignorant of the objective of CLTA. The condition in the rural areas too much
deadly and their proficiency level is very poor. It has been discovered that the
teachers are still using the old methodology and deteriorating the learning
process in the secondary level.
Eventually it can be said the CLT approach has replaced the old Grammar
Translation Method with an aim to functional learning of English instead of
memorization of rules and structures. But owing to some reasons, the aim has not
been culminated that led to an unexpected poor output from both the teachers
and learners of the target language.
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Problems of CLT Approach
177
Objective
The objectives of this paper are shortly listed below:




To justify the implementation of CLT.
To measure teachers’ knowledge of the CLT approach.
To investigate whether CLT approach required environment lingers in the
class room.
And ultimately to give some suggestions to make the approach effective.
Limitation
Though the author has tried his best, conventionally it has some limitations that
are mentioned below:
 It deals only with the secondary level syllabus, teachers and students.
 The means of data collection is only the questionnaire.
The data collection is not sufficient.
Materials and Methods
The following techniques along with the use of the primary and secondary
sources have been followed in the paper.
Sources
Many types of sources, for example, some articles, newspapers, internet, some
books etc. have helped the author to do the task. A number of honorable
teachers have helped to point out the drawbacks and provide the suggestions
finally. The author has taken some students of class 9 and 10 as the respondents
from some selected schools Dinajpur.
Questionnaire: Two sets of question papers have been supplied to the teachers
and students that ask them about the implementation of CLT in their syllabus and
their misunderstandings and problems of CLT with them. The questions are multiple
choice questions in form.
Interview: The author took interview of some teachers for their assessment of CLT.
He also took an interview of the students to diagnose their weak points about CLT.
A Bird’s Eye View of English Text Book of the Secondary Level: An Evaluation
At this part of the paper, the author analyzes the syllabus and the text book of the
class nine and ten -- the only material for the students of secondary level for
learning English. The syllabus consists of some practical items that are considered
to be filled with communicative principles, and specified communication tasks
recognized by some linguists as 'the appropriate criteria for syllabus design'
(Richards, Rodgersl986). Nevertheless, the communicative syllabus mostly
concerns for the teachers’ and students’ active and interactive communication
which will be held in English. The best feature of the present curriculum is that it
contains a wide range of practical language functions. The mentionable
functions are: introducing; greetings; comparing and contrasting; exchanging
personal information; talking about the past; expressing requests, offer, and
emotions; arguing, advising; talking about causes and effects; narrating events;
appreciating the form and meaning of poems; etc. A various number of
grammatical items for example, tense patterns, different forms of sentences,
conditionals, frequently used expressions have been added to the book.
The syllabus seeks to involve the students in the functional tasks of language to
develop their communicative competence. It is basically formed of (CLT)
principles. But in spite of the textbook’s content of a variety of reading passages
covering topics both from national and global context, tasks on four basic skills,
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Haque et al.
178
diagrams, charts pictures, and grammar items with the functions, it appears to be
less useful in the achievement of communicative objectives. And it happens so
because of some unexpected reasons that are pointed out below.
In the real field, to learn English functionally, both the teachers and students face
manifold problems since they have not clearly understood the objectives of the
new approach CLT misapplied in learning and teaching of English. Practical
knowledge leads us to diagnose an unexpected and disharmonious relationship
between the text, teachers, and learners.
Even after the initiation of a CLT based syllabus, it is yet an agreeable, congenial
and acceptably competent learning environment to come in existence as most
of the teachers in our institutions are untrained, ill-motivated and unenthusiastic.
And the supplementary materials and the administrative base of the institutions
are also not so favorable for effective teaching-learning of any foreign language.
In such a situation, in which the students do not get enough support from the
teachers, the text book seems to be ineffective to the proper learning. It would
have been better if the designing commission had paid their heed to the
practical limitations of the teachers and learners and consequently they had
included a sufficient guideline to the text book.
Another thing is that though the textbook deserves audio support for carrying out
listening tasks, no audio device is attached to text book and dependence on
teachers for reading out the conversations, dialogues or passages hampers the
purpose of listening practice.
The text book contains some such as- 'The Old Wife and the Ghost" 'The Sands of
Dee,, 'The Solitary Reaper’, 'Home They Brought Her Warrior Dead', 'Stopping by
Woods on a Snowy Evening’, and 'All the World’s a Stage' the objectives to
perform functions like reciting, appreciating the form and meaning. It is well but it
lacks the illustrations of the literary terms. And hence, the students miss the actual
taste of poetry and ultimately they can not understand the linguistic features of
poetry.
Findings of Evaluation

More emphasis should be given on dialogues for the skill of listening and
speaking practice.

The structure of the sentences and the level of vocabulary should more
simple.

It lacks a sufficient number of hints and clues on grammatical items,
phrases and expressions that would lessen the students’ dependence on
the teachers.

No sound or video apparatus have been added to the text book.

Any survey on teachers’ understanding of CLT has not been held before
the designing of the book.

No emphasis has been given on the English For Today to guide the process
of autonomous language acquisition.

Supplementary reading materials should have been provided besides the
text book.

The listed words are not explained in details.


Presentation practice should be introduced.
Each of the four different skills should be dealt equally.
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Problems of CLT Approach
179
Data Analysis
At this phase, the author is asking both the teachers and students some questions
to diagnose their problems in teaching and learning English on the basis of CLT.
Student Questionnaire
The author made the following questions to the students:









Do you interact with the teacher in English?
Do you speak English with your friends or classmates?
Do you enjoy English music or movie for listening practice?
Does the teacher deliver lecture in English?
How do you deal with the grammar section?
Is the present syllabus suitable to you?
Do think that the class tutors are qualified enough to teach English with the
present syllabus?
Is your English class enjoyable to you?
How is the surrounding of the classroom?
Teacher Questionnaire
The author made the following questions to the teachers:









Is the present syllabus balanced in fulfilling the four basic skills?
Do you think that CLT approach is effective in teaching English?
Do you emphasize on the outward use of English by the students?
Are you satisfied with your training on CLT approach for teaching?
How do deal with the grammatical items?
What is your opinion about the students’ speaking and listening
acquirement?
Do you assign the students with the home works?
Do the students communicate in English with you in the class?
Are the extra materials such as- audio and video systems needed for
teaching English in CLT approach?
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Haque et al.
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Survey Report
1. Is the present syllabus balanced in
fulfilling the four basic skills?
2. Do you think that CLT approach is
effective in teaching English?
3. Do you emphasize on the outward
use of English by the students?
4. Are you satisfied with your training
on CLT approach for teaching?
5. How do deal with the grammatical
items?
6. What is your opinion about the
students’ speaking and listening
acquirement?
7. Do you assign the students with
home works?
8. Do the students communicate in
English with you in the class?
9. Are the extra materials such asaudio and video systems needed for
teaching English in CLT approach?
a) Yes =25%
b) No =50%
c) partially =25%
a) Yes, =65%
b) No, there are some problems =20%
c) The teachers are still ignorant of this approach
=15%
a) Yes =20%
b) Sometimes =35%
c) No, it’s their won headache=45%
a) Yes =20%
b) No =40%
c) Manifolds training is going on =40%
a) Deductively =15%
b) Inductively =15%
c) By memorizing =40%
d) Both =30%
a) Satisfactory =20%
b) They should be more fluent =50%
c) Dissatisfactory =30%
a) Yes, very often = 15%
b)Rarely =45%
c) No =40%
a) Yes =15%
b) Very poorly =40%
c) Not at all =45%
a) Yes, acutely =45%
b) Listening and speaking practice needs these =35%
c) Not necessary =20%
Survey Report
1. Do you interact with the teacher in
English?
2. Do you speak English with your
friends or classmates?
3. Do you enjoy English music or
movie for listening practice?
4. Does the teacher deliver lecture in
English?
5. How do you deal with the
grammar section?
6. Do think that the class tutors are
qualified enough to teach English
with the present syllabus?
7. Is your English class enjoyable to
you?
8. Is the present syllabus suitable to
you?
9. How is the surrounding of the
classroom?
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a) Yes =10%
b) We can’t =20%
c) No =70%
a) Yes =10%
b) Rarely =20%
c)We can’t =70%
a) Yes =15%
b) We discouraged =20%
c) No =65%
a) Usually=30%
b) Not at all =40%
c) All the time in mother tongue=30%
a) Practise them in exercise =20%
b) Try to understand them =15%
c) Memorize the rules =65%
a) Yes =35%
b) Not exactly =15%
c) Should be trained up=50%
a) Yes =20%
b) No =40%
c) Some extra equipment are needed to make it so
=40%
a)Yes =20%
b) No =40%
c) Some changes needed =30%
a) Enjoyable =20%
b) Favorable to learning = 25%
c) Noisy and inconvenient=55%
Problems of CLT Approach
181
Findings of the Survey
After data collection, the author now analyzes the data to asses the students’
and teachers’ proficiency of CLT approach. The findings and reasons of their
problems are shortly described below:
Though the secondary level is the prime time for learning English, the success rate
is poor because of the faulty pedagogy. In spite of the implementation of CLT, the
functional purpose of learning English is not fulfilled that crashes the aim of CLT
approach. There are many reasons behind this. Firstly, the teachers of the rural
areas are terribly ignorant of the new approach for the lack of training. Secondly,
the students are still memorizing the rules of the English grammar instead of
learning them contextually. Thirdly, the teachers and students are not using
English in their classes. Fourthly, the class environment is still unfavorable to the
new method. After all, the extra materials along with the text book for the listening
and speaking purpose are not included to the curriculum that might enrich the
caliber of these two skills.
Sir John Rogerio, the senior English teacher of Saint Philips High School thinks that
learning and teaching English should be more practical. And this requires the
implementation of extra-curricular activities and materials.
Md. Delwar Hossain ,senior English teacher, Samiha, English teacher, M.R. Rashid
(English teacher), say that they need to be trained up on CLT approach. Sabbir
Haque ,a student class nine, Atia Fairuz ,a student of class nine, say that they do
not get the opportunity to practice listening and speaking skills. Some teachers
have opined about the syllabus. Mr. Abdul Zalil, a teacher of English opines that
M.C.Q should be replaced by ‘translation from Bangla to English’ because some
students answer them without understanding. Ms. Moriom an English teacher
urges that ‘parts of speech’ which is an important unit of grammar is absent. It
should be included. Some teachers have urged the importance of the inclusion
of rapid reader in order to increase vocabulary and interest for story. Some
teachers think that the re-arranging passage should be taken from the text book
because there are no particular rules or study of re-arrangement. Some teachers
have urged that practical fields, for example, language club should come in
existence for more practice of functional English.
To be more clear, CLT approach require group activities and some extracurricular activities such as debating in English, group discussion, establishing
language club etc. are needed that will bring the effective to fulfill the aim of CLT.
Recommendations
The findings of survey have been exposed above. Now at this phase, the author
turns to recommend some points that, as the author believes, will be beneficial to
CLT implementation in the syllabi of English.
 The teachers should be given training on CLT approach so that they can
understand the objectives of it and deal with teaching according to its
features.
 Friendly relationship among the teachers and students should be brought up
which is an important factor in communicative English.
 Extra-curricular apparatus, for example, audio-visual aids for listening and
speaking practice should be included to the curriculum. Besides these, extracurricular activities, for example, debating in English and English language
club should be introduced in the schools.
 Maximum time the lecture should be delivered in English.
 The students should be inspired to speak in English outside their class.
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Haque et al.
182
 They should have the opportunity to listen to B.B.C. news in English and to
watch English movies for listening practice.
 Lesions of grammar should be learnt contextually instead of memorization.
 Oral test may be included to the exam system.
 More grammatical items and vocabulary should be included in the text.
 The text book should be more interesting to the students through the addition
of the current issues.
Conclusion
In this paper, it has been strived to find out the problems of the Bangladeshi
teachers and students with of the implementation of CLT approach in the English
syllabi. And successively it has sought to search that how much it has been
effective to the students. To do so, the syllabus of the secondary level has been
analyzed. The teachers and students took part in interview regarding CLT
approach. The author has found that the output is too much frustrating. Some
causes behind this miscarriage have been discovered. And, ultimately the author
has suggested some points to get rid of the problems of the teachers and
students with CLT.
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