The Implementation of Communicative Language Teaching in Secondary School

Abstract

This study investigates the implementation of the Communicative Language Teaching (CLT) methodology at Ibn Rostom School, focusing on third-year pupils. The research explores English language teachers' perspectives, familiarity with CLT principles, and techniques used to enhance learners' communicative skills. Data were collected through a questionnaire for pupils and interviews with teachers. The analysis revealed several obstacles hindering successful CLT adoption, including limited teacher training, an inflexible curriculum, a strict timetable for the national BAC exam, students' low proficiency levels, fear of making mistakes, shyness, and a preference for traditional methods. The findings indicate that the Algerian educational system largely neglects CLT, resulting in a lack of communicative competence among EFL learners. Despite these challenges, teachers attempt various techniques to improve students' communicative skills. The study highlights the need for comprehensive CLT training for teachers and systemic changes to foster a communicative language teaching/learning environment in Algerian secondary schools.