Teaching Speaking Using Post-Method Framework: A Possible Complement to CLT in Bangladesh

Abstract

It has now been 20 years since the CLT was introduced in Bangladesh. The expectation that CLT created in the English language teaching-learning community, seems still far away from its destination. CLT appeared with a promise to develop learners‘ communicative competence. However, research reveals that a significant number of students in Bangladesh even after many years of schooling have not progressed in English beyond the initial competence (English in Action, 2009, p. 26). The current situation, therefore, calls for more effective ELT practices compatible with the contextual realities of Bangladesh. Considering the constraints of teaching English using CLT, this paper suggests post-method pedagogy as a possible complement to CLT for the improvement of English language pedagogy in Bangladesh.