Policy, Perception, and Practice: EFL Teachers’ Perspectives on the Implementation of the Communicative Language Teaching Approach in Bangladeshi Secondary Education

Zufi, Arif (2023) Policy, Perception, and Practice: EFL Teachers’ Perspectives on the Implementation of the Communicative Language Teaching Approach in Bangladeshi Secondary Education. Doctoral thesis, University of East Anglia.

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Abstract

My thesis sought to investigate how the Communicative Language Teaching (CLT) approach is implemented in Bangladeshi secondary school EFL classrooms, specifically focusing on the viewpoints and real-world experiences of the teachers involved. Applying a case study approach, I have used qualitative research methods such as semi-structured interviews, classroom observations, and policy document analysis. The study has been conducted with a range of educational stakeholders including EFL teachers, EFL teacher trainers, trainees, assistant head teachers, head teachers, and administrative staff. Using Fullan’s theory of educational change, Fullan and Hargreaves’ concept of professional capital, and Steiner-Khamsi’s interpretive framework of educational policy borrowing as lenses, I have explored the perspectives and lived experiences of the EFL teachers regarding the CLT implementation.

My investigation reveals that the influence of international organisations on government policy formulation, the divergent views of teachers towards the CLT, the lack of trained EFL teachers, the large class size, and the disconnect between traditional teaching methods and the principles of the CLT approach are some of the major obstacles. I have also noted other issues such as ineffective school leadership, insufficient support from the government to teachers during the COVID-19 pandemic situation, a lack of a collaborative culture among teachers, inadequate formal teacher training with a focus on the CLT approach, and excessive reliance on foreign funding to keep teacher training programmes running. These difficulties are made worse by structural barriers like excessive teacher workloads, an excessive emphasis on exams, and the expansion of private tutoring.

The study deepens understanding of structural and systemic barriers to educational reform in Bangladesh by focusing on the views of people who are at the centre of educational change. The aim is that this study will lead to a more critical and reflective approach to policy formulation and implementation, which will lead to a better and more supportive environment for teaching and learning the English language.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	19 Dec 2024 12:37
Last Modified:	19 Dec 2024 12:37
URI:	https://ueaeprints.uea.ac.uk/id/eprint/98034
DOI:

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