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A Health-Check of Communicative Language Teaching (CLT) in Rural Primary Schools of Bangladesh

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Title: A Health-Check of Communicative Language Teaching (CLT) in Rural Primary Schools of Bangladesh
Language: English
Authors: Hoque, Mohammed Shamsul, Idrus, Rozhan M., Islam, Yousuf Mahbubul
Source: English Language Teaching. 2018 11(7):163-175.
Availability: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Peer Reviewed: Y
Page Count: 13
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Rural Schools, Elementary Education, Mixed Methods Research, Questionnaires, Semi Structured Interviews, Lesson Observation Criteria, Teacher Surveys, Administrator Surveys, Educational Assessment, Educational Indicators, Communicative Competence (Languages), Second Language Instruction, English (Second Language), Needs Assessment, Student Needs, Environmental Influences, Family School Relationship, Partnerships in Education, Educational Technology, Educational Resources, Teaching Experience, Self Efficacy, Delivery Systems, Familiarity
Geographic Terms: Bangladesh
ISSN: 1916-4742
Abstract: Bangladesh ELT situation has been deteriorating for the last four decades. Regional and national projects including ELTIP and EIA proved to be futile in improving this situation, especially, in the Bangladesh rural primary schools with almost 0% properly trained English teachers to implement the current CLT curriculum. This article investigates the on-going poor health-status of CLT at randomly selected schools of northern Bangladesh through delving into the research gaps linked with the ELT practitioners' own English proficiency, their training needs, motivation and teaching skills; their perception on the instructional module; and perception of the YLs of English in Bangladesh. This enquiry uses a mixed method involving a questionnaire survey, semi-structured interview with ELT teachers, teacher trainers, head-teachers and lesson observation followed by a workshop and informal discussion with 100 participants from all ELT stake-holders to validate the findings of the earlier questionnaire survey. The findings conclude that ineffective and lack of teacher training, non-availability of English subject teacher, unproductive instructional materials, unhelpful learning environment, learners' socio-economic background, teachers' poor competence in English and knowledge of CLT methods are responsible for this deterioration. It recommends that implementation of a rigorous teacher training program for CLT to produce English subject teachers for each school, production of a pedagogically user-friendly instructional module for CPD, a culture-oriented teaching-learning environment and a program of regular guidance and supervision by CLT experts would address the gaps prevailing in the ELT (and CLT) situation at the rural primary schools of Bangladesh.
Abstractor: As Provided
Number of References: 48
Entry Date: 2018
Accession Number: EJ1183445
Database: ERIC
FullText Text:
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  Data: A Health-Check of Communicative Language Teaching (CLT) in Rural Primary Schools of Bangladesh
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  Data: <searchLink fieldCode="AR" term="%22Hoque%2C+Mohammed+Shamsul%22">Hoque, Mohammed Shamsul</searchLink><br /><searchLink fieldCode="AR" term="%22Idrus%2C+Rozhan+M%2E%22">Idrus, Rozhan M.</searchLink><br /><searchLink fieldCode="AR" term="%22Islam%2C+Yousuf+Mahbubul%22">Islam, Yousuf Mahbubul</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22English+Language+Teaching%22"><i>English Language Teaching</i></searchLink>. 2018 11(7):163-175.
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  Data: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
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  Data: 13
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  Data: Bangladesh ELT situation has been deteriorating for the last four decades. Regional and national projects including ELTIP and EIA proved to be futile in improving this situation, especially, in the Bangladesh rural primary schools with almost 0% properly trained English teachers to implement the current CLT curriculum. This article investigates the on-going poor health-status of CLT at randomly selected schools of northern Bangladesh through delving into the research gaps linked with the ELT practitioners' own English proficiency, their training needs, motivation and teaching skills; their perception on the instructional module; and perception of the YLs of English in Bangladesh. This enquiry uses a mixed method involving a questionnaire survey, semi-structured interview with ELT teachers, teacher trainers, head-teachers and lesson observation followed by a workshop and informal discussion with 100 participants from all ELT stake-holders to validate the findings of the earlier questionnaire survey. The findings conclude that ineffective and lack of teacher training, non-availability of English subject teacher, unproductive instructional materials, unhelpful learning environment, learners' socio-economic background, teachers' poor competence in English and knowledge of CLT methods are responsible for this deterioration. It recommends that implementation of a rigorous teacher training program for CLT to produce English subject teachers for each school, production of a pedagogically user-friendly instructional module for CPD, a culture-oriented teaching-learning environment and a program of regular guidance and supervision by CLT experts would address the gaps prevailing in the ELT (and CLT) situation at the rural primary schools of Bangladesh.
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  Data: 48
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  Data: 2018
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  Label: Accession Number
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  Data: EJ1183445
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 13
        StartPage: 163
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Mixed Methods Research
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      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Semi Structured Interviews
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      – SubjectFull: Lesson Observation Criteria
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      – SubjectFull: Teacher Surveys
        Type: general
      – SubjectFull: Administrator Surveys
        Type: general
      – SubjectFull: Educational Assessment
        Type: general
      – SubjectFull: Educational Indicators
        Type: general
      – SubjectFull: Communicative Competence (Languages)
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