In Bangladesh, English has long been taught as a compulsory subject from class 1-12 in Grammar Translation Method, in which

maximum emphasis is put on reading and writing and almost no emphasis is put on speaking and listening skills. Because of the growing demand of speaking and listening skills all over the world Bangladesh government realizes the need to consider the following factors in teaching and learning of English language:

a) Emphasis on communication and fluency

b) Skill based assessment system

c) Training and motivation of the teachers for the self development and to develop positive attitude towards interactive-student-centered classroom .

In the light of the above mentioned context, the National Curriculum and Textbook Board (NCTB) introduced new syllabus and new textbooks based on CLT in 1995 for the students at secondary level.

Communicative Language Teaching (CLT):

Communicative language teaching (CLT) is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as communicative approach to the teaching of foreign languages or simply the communicative approach. CLT aims to make competence the goal of language teaching and develop procedures to teach the four language skills that allow the independence of language and communication. It is an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence.

Features of Communicative Language Teaching:

Linguist David Nunan listed five features: 1. An emphasis on learning to communicate through interaction in the target language. 2. The introduction of authentic texts into the learning situation. 3. The provision of opportunities for learners to focus, not only on language but also on the learning process itself. 4. An enhancement of the learners own personal experiences as important contributing elements to classroom learning. 5. An attempt to link classroom language learning with language activities outside the classroom. The features of CLT can be summarized: 1.Stresses the need to allow students opportunities for authentic and creative use of the language. 2. Focuses on meaning rather on form. 3. Suggests that learning should be relevant to the needs of students. 4. Emphasizes a functional approach to language learning and culture awareness of the target language. Implementation of CLT in Bangladesh: Teachers report difficulties in practicing and adopting CLT. Majority of the teachers mention 'Large class size' as a difficulty in practicing CLT or as a possible constraints in the way of adoption of CLT in Bangladesh which is also reported by teachers as one of the constraints or difficulties for successful implementation of CLT. Bangladeshi teachers also mention that EFL classes are not well-equipped and convenient which is true as Bangladesh may lack resources as an underdeveloped nation and classrooms are also inconvenient may be due to large number of students and immovable desks and chairs which hinders the maximum student participation and successful implementation of communicative activities like role-play, group-work and games. Therefore, the majority of the teachers indentify large class size as a major difficulty in adopting

CLT in their classes or overall in Bangladesh but they may not find it totally impossible to use communicative activities as the findings also demonstrate that they use some of the major communicative activities in their class. The teachers found it very difficult, if not entirely impossible, to use CLT with so many students in one class because they believed that oral English and close monitoring of class activities were essential in CLT. Traditional grammarbased examination was reported as a barrier to implementing CLT. Lack of effective and efficient assessment instruments of communicative competence is also mentioned. EFL teachers' opinions about the traditional grammar based exams as a difficulty and their priority of training in assessing students are logical as they may have expertise to assess grammar from years of experience but they may not know how to assess communicative abilities of students.

Problems of Implementing CLT: Most significant barriers or difficulties in implementing CLT, reported by EFL teachers and/or researchers in the reviewed literature, are: (a) lack of administrative support, (b) lack of resources, (c) lack of sufficient English language knowledge, (d) wider curriculum, (e) large class size, (f) discrepancy/inconsistency between CLT syllabus and nationally administered exams, (g) teachers' holding on to traditional methods, and (h) lack of authentic learning materials. Difficulties caused by the teachers and by the educational system were mentioned most often. Most of the teachers made comments on the fact that CLT was taught as knowledge and theory, and they had no practical experience in the methodology or its applications. Other sources of difficulty reported were misconceptions and misinterpretations of CLT by the teachers.

English is very important language for us. To improve our English, we have to pass existing obstacles. Teachers and administrators must be aware of the shift in societal needs and make conscious and persistent effort to introduce more CLT into English teaching. In fact, government, educators, administrators, researchers, teachers, and students all have to take part in the development process of communicative language teaching in Bangladesh. Teamwork among linguists, methodologists and classroom teachers is needed for the success of CLT, because that will offer the best hope for the elaboration and diffusion of language teaching methods and materials that work, that encourages and support learners in the development of their communicative competence.

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