Teaching Speaking Using Post-Method Framework: A Possible Complement to CLT in Bangladesh

Abstract

It has now been 20 years since the CLT was introduced in Bangladesh. The expectation that CLT created in the English language teaching-learning community, seems still far away from its destination. CLT appeared with a promise to develop learners' communicative competence. However, research reveals that a significant number of students in Bangladesh even after many years of schooling have not progressed in English beyond the initial competence (English in Action, 2009, p. 26). The current situation, therefore, calls for more effective ELT practices compatible with the contextual realities of Bangladesh. Considering the constraints of teaching English using CLT, this paper suggests post-method pedagogy as a possible complement to CLT for the improvement of English language pedagogy in Bangladesh.

Students’ low proficiency in spoken English in private universities in Bangladesh: reasons and remedies

“…High proficiency in spoken English naturally comes first for academic engagements with the teachers and the staff members of the universities (Farooqui, 2007;Sultana, 2014;Tohura, 2016). However, the majority of the students have low competence in spoken English that stymies their communication with the faculty members and their peers (Akhter & Ashiquzzaman, 2019;Ibna Seraj & Habil, 2021;Seraj et al, 2021;Sultana, 2014). Since the students struggle to participate in academic activities, such as classroom discussion, questioning for clarification, responding to teachers' questions, making presentations, presenting seminars, and attending viva, their academic achievements are low (Akhter & Ashiquzzaman, 2019;Chowdhury & Shaila, 2011;Ibna Seraj & Habil, 2021;Seraj et al, 2021;Sultana, 2014).…”

“…However, the majority of the students have low competence in spoken English that stymies their communication with the faculty members and their peers (Akhter & Ashiquzzaman, 2019;Ibna Seraj & Habil, 2021;Seraj et al, 2021;Sultana, 2014). Since the students struggle to participate in academic activities, such as classroom discussion, questioning for clarification, responding to teachers' questions, making presentations, presenting seminars, and attending viva, their academic achievements are low (Akhter & Ashiquzzaman, 2019;Chowdhury & Shaila, 2011;Ibna Seraj & Habil, 2021;Seraj et al, 2021;Sultana, 2014). Besides, employers in Bangladesh demonstrate their dissatisfaction with the students' competence in spoken English (Hasan, 2019;Sharmi, 2018).…”