English Language Teachers' and Educators' Perspectives on the BGCSE English Language Curriculum Implementation Using CLT

Abstract

This paper is part of a thesis project carried out on the implementation of Communicative Language Teaching (CLT) in the teaching of an English Language curriculum. CLT by teachers and educators is the first step and key to the implementation of the approach. Supporting teachers who implement the curriculum is the second key step in the implementation process. The purpose of this paper therefore was to appraise the views of teachers and educators responsible for the teaching of high/senior secondary school English Language curriculum in implementing the BGCSE English Language using CLT. The researcher employed the qualitative approach and collected data using oral interview and questionnaire. Data was collected by interviewing five educators and administering a questionnaire to twenty-nine teachers of English Language from six senior secondary schools. Although the research findings show a good understanding of CLT by the teachers, the approach is not yet fully implemented. Teachers pay more attention to writing and reading neglecting speaking and listening. Also, there is misalignment between assessment practices and CLT principles. There is also lack of continuous professional development for teachers.