Practices and outcomes of communicative language teaching in Higher Secondary Schools in rural Bangladesh

• Md. Hasan Mahmadun Nuby ^[1] ; Radzuwan Ab Rashid ^[1] ; Mohammad Rakibul Hasan ^[1]
  1. [1] Universiti Sultan Zainal Abidin

     Universiti Sultan Zainal Abidin

     Malasia

     
• Localización: Qualitative Research in Education, ISSN-e 2014-6418, Vol. 8, Nº. 2, 2019, págs. 148-181
• Idioma: inglés
• DOI: 10.17583/qre.2019.4093
• Títulos paralelos:
  • Prácticas y resultados de la enseñanza de la lengua comunicativa en escuelas secundarias superiores en zonas rurales de Bangladesh
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este documento tiene como objetivo proporcionar información sobre los desafíos de la práctica de Enseñanza de la Lengua Comunicativa (ELC) en el nivel secundario superior en los entornos rurales de Bangladesh. Empleando un enfoque cualitativo se realizaron entrevistas en profundidad con 24 profesores de inglés de áreas rurales, para explorar los problemas que enfrentan en la implementación de ELC. Los datos fueron examinados utilizando un análisis temático. Tres temas principales surgieron del análisis: (i) factores pedagógicos; (ii) factores contextuales; y (iii) factores personales que obstruyen la implementación de ELC para alcanzar el resultado esperado. El documento revela la brecha entre los objetivos del presente currículo ELC y las prácticas de los docentes. Los maestros son optimistas con el enfoque ELCpara mejorar las habilidades de inglés de los estudiantes, pero necesitan un apoyo viable para superar los factores que actúan como barreras para su correcta implementación. Basado en la sugerencia de los maestros, el estudio recomienda alinear el currículo y el formato de las pruebas, y también la capacitación y el apoyo logístico para que los maestros superen los problemas que rodean la implementación de ELC en el contexto rural de Bangladesh.

  • English

    This paper aims to provide insights into the challenges of Communicative Language Teaching (CLT) practice at higher secondary level in Bangladeshi rural settings. Employing qualitative approach, in-depth interviews were conducted with 24 rural English language teachers to explore the problems they face in CLT implementation. The interview data were scrutinized using thematic analysis. Three major themes emerge from the analysis which are: (i) pedagogical factors; (ii) contextual factors; and (iii) personal factors that obstruct CLT implementation to reach at its expected outcome. The paper reveals the gap between the objectives of the present ELT curriculum and teachers’ practices. The teachers are optimistic with CLT approach for improving students’ Englishskill, but they need viable support to overcome the factors working as the barriers of its proper implementation. Based on the teachers’ suggestion, the study recommends the aligning of curriculum and test format, and also the training and logistic support for the teachers to overcome the issues surrounding the CLT implementation in the rural context of Bangladesh.

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