Bridging Disparities in Communicative Language Teaching for Educators and Learners in Bangladesh
Bridging Disparities in Communicative Language Teaching for Educators and Learners in Bangladesh

Summary/Abstract: The transition from the Grammar-Translation Method (GTM) to Communicative Language Teaching (CLT) in Bangladesh's secondary and higher secondary education sectors presents significant challenges. Despite CLT’s global acceptance as an effective student-centered approach, its implementation is hindered by inadequate teacher training, resource constraints, and limited institutional support, leading to a disconnect between educators and learners. This study employs Sociocultural Theory, Constructivism, Educational Technology, Critical Pedagogy, and CulturalHistorical Activity Theory to analyze these barriers and their impact on language instruction. Findings indicate that pedagogical unpreparedness and logistical limitations further exacerbate disparities in CLT adoption. To address these challenges, the study recommends a structured teacher training curriculum covering CLT methodology, lesson planning, classroom management strategies, and technology integration. Continuous professional development through workshops, peer mentoring, and online modules is emphasized. Additionally, alternative technological solutions such as offline digital tools, radio, and mobile-based learning are proposed to mitigate limited internet access. Exam reforms, incorporating oral assessments, interactive tasks, and real-world communicative evaluations, are also suggested to align with CLT principles. Evaluating the applicability of these recommendations within Bangladesh’s educational infrastructure, this study highlights the need for systemic reforms to bridge disparities and enhance the effectiveness of CLT in the country’s language education system.

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