Rural English Teaching Methods and Improvements along with Hurdles in Bangladesh and China

Abstract

This paper aims to identify the factors that hinder the implementation of Communicative Language Teaching (CLT) in secondary schools in rural areas of Bangladesh and China. The study adopts a subjective approach and is conducted in four rural schools located in Banskhali, Chittagong, Bangladesh, and Shanghai, China. To gather data regarding the challenges associated with implementing CLT in these institutions, eight secondary English language teachers were interviewed. The findings highlight several obstacles, including a shortage of qualified teachers, excessively large class sizes, and a lack of modern classroom materials, among others. The results of this study may have implications for language policymakers and practitioners seeking ways to enhance CLT practices in rural Bangladesh and China.