Jun 2026· American Journal of Educational Leadership & Policy Studies· Vol 2, pp. 39-46· 0 citations· 17 references
Abstract
Bangladesh has effectively enhanced educational access; however, there are concerns that the recent implementation of Communicative Language Teaching (CLT) in the national curriculum may not result in improved English proficiency among students. Curriculum improvements are implemented to enhance learners’ communicative competencies; nonetheless, speaking and listening skills are afforded less practice in Bangla-medium schools, whereas reading and writing abilities are prioritized. This study examines the extent to which the objectives of the communicative English curriculum are implemented at the junior secondary level.This study examines the contextual characteristics and educational specifications of English for Today textbooks for Grades 6, 7, and 8, along with the obstacles that impede their effective implementation. This research employed a qualitative design, utilizing textbook content analysis, classroom observations at three Bangla-medium schools in Dhaka, and qualitative interviews and questionnaires with 20 English language educators. The data were analyzed using thematic content analysis to identify patterns in curriculum implementation and teaching strategies.The findings indicate a significant disparity between the communicative objectives of the curriculum and the actual practices in the classroom. These textbooks incorporate communicative exercises; however, constrained classroom time, exam-centric education, insufficient teacher preparation, and minimal emphasis on speaking and listening hinder the complete implementation of this paradigm. As a result, kids have diminished opportunities to cultivate balanced competency across all four language skills.The study identifies enhanced teacher professional development, innovations in evaluating children’s learning, and improved alignment between curriculum objectives and classroom practices as essential components for enhancement. The study’s findings reveal substantial implications for English language instructors, educators broadly, curriculum implementers, and policymakers about the advancement of language education through communication, particularly within the context of Bangladesh and beyond.
This study examines the implementation of Communicative Language Teaching (CLT) in elementary school contexts to enhance students’ communicative competence. The study addresses the gap between theoretical assumptions of CLT and its practical application in classrooms, particularly within the Indonesian educational setting. The objective of this research is to analyze how CLT strategies are applied and to evaluate their impact on students’ speaking skills and classroom interaction. A qualitative research design was employed, involving classroom observations, interviews with teachers, and document analysis. The findings indicate that the use of communicative activities such as role play, group discussions, and interactive tasks significantly improves students’ confidence and ability to communicate in English. However, several challenges were identified, including limited teacher proficiency, lack of instructional resources, and constraints related to traditional teaching practices. The study concludes that CLT is an effective approach for promoting active learning and communicative competence in elementary education. Its successful implementation requires adequate teacher training and contextual adaptation. These findings contribute to the development of more effective language teaching practices in primary education.
Keywords: communicative competence; communicative language teaching; elementary education; speaking skills
The implementation of the Common European Framework of Reference for Languages (CEFR) in Malaysia has increased the need to evaluate English language textbooks that support communicative competence. This study evaluated the effectiveness of English Plus 1 Year 5 in developing listening and speaking skills among Malaysian primary ESL learners. A convergent parallel mixed-methods design was employed, combining an evaluation of the ELT-TEC textbook with survey responses from 30 English-language teachers in Malaysian government primary schools. Quantitative data were analysed using descriptive statistics, while qualitative responses were analysed through thematic analysis using NVivo 15. The findings indicate that the textbook generally supports oral language development through structured listening and speaking activities. However, teachers identified limitations related to support for lower-proficiency learners, authentic communication, cultural relevance, and classroom implementation. The study recommends enhancing CEFR-aligned instructional materials by incorporating more authentic tasks, differentiated learning zactivities, culturally relevant content, and greater professional support for teachers.
Vidhyalakshmi Gopalakrishnan, Yu Jin Ng, Anealka Aziz et al.· International journal of res...· 0 citations
This study explores the implementation of differentiated instruction (DI) in language skills development courses for English majors at Hanoi National University of Education (HNUE). The study adopted a mixed-methods approach, collecting quantitative data through questionnaires with 207 students and 18 lecturers, and qualitative data through classroom observations and semi-structured interviews with selected lecturers. The findings demonstrate that lecturers and students generally perceived DI as necessary; however, its implementation was uneven. In addition, DI implementation was limited to content and process differentiation, while product and learning environment differentiation were less evident. The findings also identify a number of factors that influenced the implementation of DI, including large class sizes, limited lesson duration, rigorous curriculum, learner diversity and other teacher-related factors. The study suggests that a clearer insight into the concept and greater support from the university are required to enhance DI implementation in university English classrooms.
T. Trieu· VNU Journal of Foreign Studi...· 0 citations
This study aims to describe English language teaching practices in elementary schools in Pacitan Regency, the challenges faced by teachers, and the methods applied in teaching and learning activities. This study employed a qualitative approach with a descriptive design. The research subjects consisted of four fifth-grade English teachers from four elementary schools selected using purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and were subsequently analyzed using Creswell’s interactive analysis model. The findings of this study indicate that English language teaching practices across the schools share similarities and differences in the selection of materials, media used, strategies, and implementation methods, all of which are tailored to the students’ characteristics and the school environment. Teachers still face challenges related to their own competencies, students’ English proficiency, classroom management, and limited educational facilities. To overcome these obstacles, teachers employ various strategies, particularly Communicative Language Teaching (CLT), Inquiry-Based Learning, and Total Physical Response (TPR), which are integrated with a variety of learning activities. This study confirms that success in teaching English is influenced by teachers’ ability to adapt teaching strategies to students’ needs and school conditions.
Nadilla Emma Elsadela Elsadela, Samsul hadi, Chusna Apriyanti· The Journal Of English Teach...· 0 citations
This article discusses the major challenges in the implementation of English as an Additional Language (EAL) education in secondary schools across Victoria, Australia. The background of this study is based on the increasing cultural and linguistic diversity among students, which requires the education system to provide effective and inclusive language learning services. The focus of the study is directed toward various obstacles in the implementation of EAL programs, including students’ low English proficiency, limited resources, insufficient language pedagogy competence among non-specialist teachers, and inconsistencies in educational policies and funding. This study employs a literature review method by analysing various scientific sources, academic articles, and policy documents related to EAL education in Victorian secondary schools. The research stages include literature collection, selection of relevant sources, content analysis, and synthesis of findings to identify challenges and effective strategies in EAL learning. The findings indicate that the success of EAL programs is influenced by consistent policy support, improved teacher competence, inclusive curriculum access, and learning strategies that are responsive to student diversity. The conclusion of this study emphasizes that strengthening institutional support, enhancing teachers’ professional development, and providing adequate resources are essential to improving language proficiency and academic outcomes for EAL students in secondary schools.
ABSTRAK
Artikel ini membahas tantangan utama dalam penyelenggaraan pendidikan English as an Additional Language (EAL) di sekolah menengah wilayah Victoria, Australia. Latar belakang penelitian ini didasarkan pada meningkatnya keberagaman budaya dan bahasa siswa yang menuntut sistem pendidikan menyediakan layanan pembelajaran bahasa yang efektif dan inklusif. Fokus kajian diarahkan pada berbagai kendala dalam pelaksanaan program EAL, seperti rendahnya kemampuan bahasa Inggris siswa, keterbatasan sumber daya, kurangnya kompetensi pedagogi bahasa pada guru nonspesialis, serta ketidakkonsistenan kebijakan dan pendanaan pendidikan. Penelitian ini menggunakan metode kajian literatur (literature review) dengan menganalisis berbagai sumber ilmiah, artikel akademik, dan dokumen kebijakan terkait pendidikan EAL di sekolah menengah Victoria. Tahapan penelitian meliputi pengumpulan literatur, seleksi sumber yang relevan, analisis isi, serta sintesis temuan untuk mengidentifikasi tantangan dan strategi efektif dalam pembelajaran EAL. Hasil kajian menunjukkan bahwa keberhasilan program EAL dipengaruhi oleh dukungan kebijakan yang konsisten, peningkatan kompetensi guru, akses kurikulum yang inklusif, serta strategi pembelajaran yang responsif terhadap keberagaman siswa. Simpulan penelitian ini menegaskan bahwa penguatan dukungan institusi, pengembangan profesional guru, dan penyediaan sumber daya yang memadai sangat penting untuk meningkatkan kemampuan bahasa dan hasil akademik siswa EAL di sekolah menengah.
This study explores the experiences of English as a Second Language (ESL) lecturers in implementing the new English language curriculum at Politeknik Pertanian Negeri Samarinda. The research focuses on lecturers’ perceptions of the curriculum, teaching approaches, and challenges encountered in vocational higher education. A qualitative phenomenological approach was employed involving six ESL lecturers selected through purposive sampling. Data were collected through semi-structured online interviews and analyzed using thematic analysis. The findings indicate that lecturers generally perceive the curriculum positively because it promotes communicative learning, learner autonomy, and vocational relevance through English for Specific Purposes (ESP). Lecturers implemented student-centered strategies, modular teaching materials, and technology-based resources to support learning. However, the implementation faced several challenges, including limited instructional time, inadequate training, inconsistent learning materials, students’ low English proficiency, and increased workload. The study implies that effective curriculum implementation requires continuous teacher training, institutional support, improved teaching materials, and sufficient instructional time to enhance English learning outcomes and students’ communicative competence in vocational education.