Implementation of ELT Training in Bangladeshi Secondary Classrooms: Challenges & Recommendations

Abstract

When a curriculum is renewed or modified, the necessity of training becomes more inevitable to help teachers to cope with the innovations. With a view to enhancing the quality of English language learning, Communicative Language Teaching (CLT) was introduced in Bangladesh and accordingly, English language teachers have been trained to address this change. In this paper, attempts have been made to investigate the degree of implementation of the teaching skills, techniques, and knowledge the teachers received from the training session, and identify the challenges they faced while implementing them in classrooms. There have also been efforts to learn more about the recommendations of the practicing teachers. In doing so, the study adopts an explanatory mixed-method study and collects data from students, teachers, and master trainers using tools, such as a questionnaire, classroom observation, and focus group discussion. Findings suggest that because of several contextual, pedagogical, cultural, and infrastructural factors, trained teachers are unable to implement their newly-acquired knowledge in their classes. With a view to including the voices of the practitioners working at the grassroot level, the study ends with a presentation of the recommendations of the teachers and trainers to overcome the challenges they encounter.