Factors affecting the implementation of a communicative language teaching in Libya
Outline of research project
Communicative Language Teaching (CLT) is an innovative approach which aims to improve the communicative competence of language learners. However, in the actual situation of its implementation particularly in English Foreign Language contexts, different factors have contributed to it not being implemented as intended (Chang and Goswami 2011).
Teaching English was a basic in Libya from the 1970s until the mid-1980s. In 1986 and as a result of political events between Libya and the west, teaching English was banned. This political decision brought many negative impacts on both teachers and students. Consequently, as a reaction from the government to this situation, a new curriculum was introduced in 2000 in the Libyan education system. It was based on the communicative approach. It came in contrast with the old system which was based on the traditional method of teaching English. This curriculum was presented to improve the English proficiency of Libyan learners. Although the new curriculum has involved different features of using English as a communicative language, learning English is still affected by the traditional ways and there is no a proper implementation of the new curriculum (Orafi and Borg, 2009).
This study aims to investigate factors which affect the implementation of CLT in Libya. The study will be designed on the basis of a qualitative research
Several previous studies have highlighted the importance of teachers' conception of CLT (Orafi and Borg, (2009); Chowdhury, (2012); Wong, (2012). However, in this study, the focus will be placed not only on teachers' understanding of CLT, but also on the students' perceptions of CLT.
It is hoped that the findings will provide all individuals in the education system including decision makers, teachers and students with recommendations for the implementation of this curriculum and help to explore and illuminate the different techniques and adaptations of teaching the curriculum.
Chang,M., and Goswami,J., (2011). Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes. English Language Teaching, 4(2), 3.
Chowdhury,K., (2012). Communicative Language Teaching Approach at Higher Secondary Level in Bangladesh- Teachers' perceptions and Classroom Practice. Language in India, 12(2), 170-248.
Orafi,S., and Borg,S., (2009). Intentions and realities in implementing communicative curriculum reform. System, 37(2), 243-253.
Wong,C., (2012). A case Study of College Level Second Language Teachers' Perceptions and Implementations of Communicative Language Teaching. The professional educator, 36(1), 1.
Director of studies
Dr Diana Ridley
Dr Anna Sidorovitch