Persistence of GTM over CLT

 Examine the factors that contribute to the persistence of GTM over CLT in the
mainstream educational institutions in Bangladesh.

CLT in our classroom:

1. Lack of academic competence and ability of local ELT practitioners
2. Administrative set-up
3. Economic Constraints
4. Limitations in educational institutions:
a) Infavourable classroom
b) Lack of logistic support
5. Socio-cultural variables
6. Gaps between theory and practice
7. Favourable socio-linguistic environment for GTM

Although the CLT method mushroomed around the world during the 1970s, it was not till the
1990s that this method formally entered the arena of English language teaching in Bangladesh.
Before this, the traditional approach to language teaching, Grammar-Translation Method
officially ruled over the country till 1998 and has established a permanent place in the
educational psyche of Bangladesh.

Though in 1998 the CLT method was introduced in the secondary school level classroom, it is
struggling for its existence over a decade of time because of the persistence of GTM in the
educational institutions. The factors that contribute to this persistence of GTM come from a
number of problems that make the suitability and success of CLT in Bangladesh.

CLT in our classroom:

We know that in 1998 National Curriculum and Textbook Board (NCTB) introduced the CLT
method via a set of supposedly communicative textbooks entitled “English for Today” for SSC
and HSC level to make our students communicatively competent in English. But after a decade
of unsuccessful attempts to implement CLT in the classroom, we see no development in
teaching and learning English. Now, teaching English in Bangladesh classroom tends to mean
teaching grammar, reading, and translation which are typical of GTM. So, our classroom is a
modified variety of CLT made up of a combination of communicative and traditional non-
communicative approaches especially GTM. It seems that our classroom teaching methods are
returning to the GTM.

The factors that contribute to the persistence of GTM for a long period of time come from a
number of problems to implement CLT in our educational institutions. The factors are as follow:
8. Lack of academic competence and ability of local ELT practitioners:
Teachers, trainers and teachers alike have reported that a majority of the teachers at the
primary and secondary level themselves lack competence in four basic skills and thus they
are far from mastering the communicative competence they are supposed to be teaching.
Even, a large number of teachers do not fully comprehend the concept of communicative
competence and CLT which have been launched in the form of textbook and curricula at
both primary and secondary level.

Moreover, our teachers start teaching without any formal training and very limited in-
service training programmes are offered to teachers. There is little chance to monitor their
competence. The local teachers have little opportunity to develop and update their
linguistic knowledge and teaching skills.

9. Administrative set-up:
Bangladesh has a rigid education policy, language policy, curricula and testing processes.
These result in posing constraints on teaching methodology and goals.
Then, there is considerable pressure on local ELT practitioners from both institutions and
guardians to focus on exam-oriented teaching. There is also an indication to focus on
completing the syllabus. So, there is very limited chance to apply CLT methodology in the
classroom.
In addition, there is also a conflict between the curricula and the examination system
regarding speaking and listening skills. Although these are vital part of communicative
approach, there is no provision for testing them in the examination process. That’s why
communicative approach is not working properly.
10.Economic Constraints:
Bangladesh is a country with limited resources, and economic constraints inevitably hamper
the efforts and motivation of local ELT practitioners. The teaching community is relatively
underpaid and a majority of them are engaged in extra teaching jobs. So, the much needed
training session and classroom research are not being carried out.
Moreover, CLT needs to be supported with adequate materials for its effective
implementation. But, for economic constraints it is difficult to ensure these equipments.
11.Limitations in educational institutions:
c) Infavourable classroom:
In our classroom there are fixed benches, chairs and desks arranged in long rows which
are only suitable for teacher-fronted classroom teaching. Moreover, size of the
classroom is so large that it is impossible to create a communicative classroom
environment. So, this infavourable classroom hampers the group-work, pair-work and
other classroom activities.
 d) Lack of logistic support:
Due to economic constraints, there is a huge lack of basic materials, such as
microphones, visible boards or seats, overhead projectors, tape recorders,
photocopiers, computers etc. But it is necessary to supply all these materials and
teaching aids for implementing CLT effectively.
12.Socio-cultural variables:
The cultural milieu of Bangladesh plays an important part in how students and teachers
respond to CLT pedagogy. Both our teachers and students are reluctant to accept the
change from teacher-centred classes to learner-centred classes. Teachers are
uncomfortable with the role of facilitator and strictly believe the traditional role.

Besides, most of our practicing Secondary and Higher Secondary teachers of English are
accustomed to the traditional Grammar Translation Method. Being uncomfortable with
CLT, they prefer GTM to CLT.

13.Gaps between theory and practice:

The success of the method is integral to genuine function and usage of the language by
students. The textbook “English for Today” follow the communicative approaches
underlying the four basic skills. But the vast majority of local students have no scope to use
and practice the language outside the classroom. Even, teacher reluctance and absence of
provision for speaking and listening component in the examination system make genuine
usage negligible.

14.Favourable socio-linguistic environment for GTM:

The factors that have been discussed above facilitate the implementation of CLT to be
crippled. We know that CLT is a Western method based on Western socio-linguistic and
cultural context. The success of implementing CLT depends on some certain factors that
have been discussed above. But GTM does not require all those factors and our socio-
linguistic environment suits to the Grammar-Translation Method. That’s why whenever the
CLT becomes weak; GTM begins to exist for a long period of time.

On the whole, in order for CLT to survive and really become successful, some misconceptions
must be clarified. Efforts of the part of the teachers, local and central educational authorities
should be devoted to the implementations and research of CLT in classrooms. More research
still needs to be conducted as to how CLT can be impleme nted in a significant way in
Bangladesh.