Abstract: English
language teaching (ELT) has remained a national priority in Bangladesh, yet the
shift from the Grammar Translation Method (GTM) to Communicative Language
Teaching (CLT) has been fraught with difficulties, particularly at the college
level. This study critically examines the obstacles to effective English
instruction and explores strategies for sustainable improvement. Drawing on a
qualitative design, data were collected through semi-structured interviews,
classroom observations, and questionnaires with six English teachers in urban
colleges in Dhaka. Thematic analysis identified three interrelated layers of
challenge: student-level barriers, teacher-level limitations, and institutional
or systemic constraints. Students’ reluctance, low motivation, and
exam-oriented learning restricted authentic communicative practice, while
teachers contended with heavy workloads, limited preparation time, and uneven
professional training. At the institutional level, overcrowded classrooms,
inadequate teaching aids, and weak administrative responsiveness further
undermined the enactment of CLT. Despite these obstacles, teachers demonstrated
agency through interactive classroom practices, pragmatic use of Bangla as a
scaffold, and calls for systemic reforms in curriculum, resources, and
professional development. The findings highlight a persistent policy–practice
gap in Bangladeshi ELT and underscore the need for reforms that align
curriculum, assessment, teacher welfare, and institutional investment. By
situating Bangladeshi experiences within broader debates on Global South
education reform, the study contributes to scholarship on context-sensitive
pedagogy and offers practical implications for policymakers, administrators,
and educators seeking to enhance instructional effectiveness and learner
outcomes.
Keywords: Communicative Language Teaching (CLT);
Policy–practice gap; English language teaching reform; Teacher agency and
development; Higher education in Bangladesh.