Stakeholders’ Perspectives: Teachers and Students on CLT Implementation in Bangladesh

This article explores the perspectives of teachers and students on the implementation of the Communicative Language Teaching (CLT) approach at the Higher Secondary Certificate (HSC) level in Bangladesh. Drawing on a qualitative case study, data were collected from 100 students and 20 teachers across diverse institutions. The findings highlight both the perceived strengths of CLT in enhancing communication skills and the challenges faced in practice, such as large class sizes, exam-driven practices, and insufficient teacher training. The study underscores the gap between policy intentions and classroom realities, calling for context-sensitive reforms in curriculum, pedagogy, and assessment.