Language works as a gateway to express one's entire feelings or emotions. By using the dynamic force of the language, everyone reflects the culture of the community to which they belong. That means there lies a close connection between language and the culture of a community. Generally, each language represents a definite culture and a community. Likewise, the language of Bangladesh represents the cultural standard of the communities that belong to it. Thus, to show the immense influence of language on culture and the community, the researchers have selected a specific region of Bangladesh from the perspective of cultural and linguistic diversity. In this study, the researchers have used a descriptive research design and mixed methods following both quantitative and qualitative approaches to inquire appropriately. They have also used questionnaires to explore the dynamic force of language in both the culture and the community. The result of the present inquiry opines that language plays as a driving force in the culture of people of different ethnicities. In addition, this study also illuminates that the modification of language plays a significant role in modifying the style of living of a group of people, and gradually they lose their uniqueness and get accustomed to practicing different cultures subconsciously. It can be concluded that this research is to reveal the implicit propriety of language, which has the power to reshape the culture and the fundamental fabrics of the community

This paper evaluates the scope and relative unfeasibility of communicative language teaching (CLT) that was introduced at higher secondary level in Bangladesh to innovate English language teaching (ELT) by replacing grammar translation method (GTM). To substantiate the evaluation, a survey intended to determine the feasibility and relative drawbacks of CLT was made. A total of 100 teachers and 100 students participated in the survey of 10 different colleges of Dhaka and Khulna metropolitan cities of Bangladesh and two different questionnaires were used to collect quantitative data from randomly selected teachers and students. The study reveals that most of the EFL students in Bangladesh could not succeed in learning English language through CLT in spite of studying it for twelve years at their secondary and higher secondary levels. The paper also examines multifaceted problems affecting English language teaching and learning through CLT such as most of the classrooms of Bengali medium colleges are not well-furnished with modern language teaching equipment, lack of training and teaching materials, student’s lack of background knowledge, motivation etc. Therefore, the real outcome of CLT in Bangladesh could not meet the initial dream and promise with which it was introduced and eventually became inappropriate and ineffective.This article critically evaluates CLT focusing on multiple barriers and factors instrumental for the failure of the approach at higher secondary level in Bangladesh. Finally, the study concludes with several recommendations to promote English language teaching at higher secondary level in Bangladesh.