| The current approach of English Language | | | | technique of learning “to interact …through |
| Teaching (ELT) all over the world is | | | | interaction itself”(Brown 165) would be under |
| communicative (The Communicative Language | | | | the threat of failure. |
| Teaching or CLT). Very recently, the | | | | F. Sometimes students’ behaviors also object |
| academicians of Bangladeshi ELT context with the | | | | the interactive and integrative management of an |
| backing of the Government has founded CLT in | | | | ELT classroom. Teenaged students could be |
| the general education .CLT requires interactive | | | | “unruly”(Brown 179) being in the freedom |
| classroom activities with the integration of the | | | | of pair and group activities “where discipline is |
| four language skills of reading, writing, listening and | | | | the major issue”(Brown 179). |
| speaking. Nevertheless, for the construction of | | | | G. Students’ idiosyncratic styles of learning |
| sufficient interaction and quadruple- skilled | | | | would be another obstacle of making a classroom |
| integration in classrooms there await some | | | | interactive and integrative. The consequences of |
| barriers for the Bangladeshi teachers. My present | | | | such varied styles in groupworks are as followed: |
| essay is the ponder of Bangladeshi English | | | | “ |
| teachers’ probable barriers in making the | | | | • A highly left-brain oriented student is put off |
| classrooms interactive and integrative with the | | | | by the otherwise more right-brain members of |
| tasks and activities engaging the four language | | | | the group. |
| skills along with their compatible pragmatic | | | | • Quicker(impulsive) thinkers tend to blurt out |
| solutions. | | | | their ideas ,overwhelming the |
| “Interaction is the collaborative exchange of | | | | slower(reflective)thinkers, or, |
| thoughts, feeling or ideas between two or more | | | | • Impulsive learners get easily frustrated with |
| people, resulting in a reciprocal effect on each | | | | the group process, which they perceive as |
| other. Theories of communicative competence | | | | circuitous. |
| emphasize the importance of interaction as human | | | | • Competitive members of a group are |
| beings use language in various contexts to | | | | reluctant to share information with the others. |
| ‘negotiate’ meaning, or simply stated, to | | | | • ‘Talkative’students dominate the |
| get an idea out of one person’s head and into | | | | process.” |
| the head of another person and vice versa.” | | | | (Brown 182) |
| (Brown 165) | | | | Moreover, in the cases of adult learners the |
| Such interaction can be actualized in a CLT | | | | teacher might encounter some students’ |
| classroom basically through pair-works and | | | | preference of isolated involvement in the TL |
| group-works focusing “at the suprasentential | | | | oriented tasks and activities rather to the |
| or discourse level”(Larsen-Freeman 134) with | | | | collaborative involvement of so being in pairs or |
| “cohesion and coherence” | | | | groups. |
| (Larsen-Freeman 134) of the target language (TL) | | | | The following solutions can be taken against the |
| integrating or merging both the receptive language | | | | just highlighted barriers of the Bangladeshi |
| skills (listening and speaking) and the productive | | | | teachers in increasing the comprising of interaction |
| language skills (speaking and writing) emphasizing | | | | and integration of the four skills in the ELT |
| on the semantic negotiation all the time. | | | | classrooms: |
| Hindrances of so, however, could be the | | | | A.Convincing the administrative authority of the |
| followings: | | | | respective institution of the ELT teacher to make |
| A. The entrusted administrator of an educational | | | | the classroom suitable for processing various |
| institution might prefer “a traditional | | | | group and pair activities; |
| whole-class methodology”(Brown 179) of ELT | | | | B.Modification of traditional cultural concept of an |
| in the name of maintenance of discipline in which | | | | ideal classroom for language learning of the |
| language teaching is teacher-oriented and | | | | bearing administration, students and also guardians |
| lecture-based and the students are the quiet | | | | through tangible demonstration and explanation; |
| receivers of the teacher’s deliverance. On | | | | C.Dividing a large class into considerable sections |
| such a contextual administrative ground | | | | for the convenience of successful monitoring and |
| partnership dialogue practicing, reading and listening | | | | adequate treatment of errors; |
| context-based instantaneous question and answer | | | | D.The teacher’s zealous, inviting and |
| tasks, peer checking, semantically relevant | | | | encouraging presentation of personality in |
| substitution drills and other activities exclusive for | | | | facilitating pair and group activities maintaining a |
| performing in pairs and also games, role-play, | | | | covert strong authority not to allow the students |
| simulations, drama, projects, interview, | | | | to trespass the threshold of language learning |
| brainstorming, information-gap, jigsaw, | | | | purpose while engaging in interactive and |
| problem-solving and decision making, opinion | | | | integrative tasks in pairs and groups; |
| exchange and so on exclusive to be conducted in | | | | E.In dealing with the L1 interference in the |
| groups would be impossible to be held. | | | | classroom the teacher should be culturally and |
| B. The conventional cultural notion of ideal teaching | | | | emotionally tolerant and sensitive. Rather than |
| might hamper the Bangladeshi teachers to gear | | | | strictly prohibiting the usage of L1 in the class for |
| an interactive and integrative class which expects | | | | the clarification of the generally incomprehensible |
| students’ silent passivity during the class while | | | | instructions of the teacher to the students and in |
| receiving the teacher’s lecture-based | | | | the cases of sheer indecipherability of the |
| instructions in “orderly fashion speaking only | | | | students’ own peers’ spoken productions |
| when spoken to by the teacher”(Brown 179). | | | | or of their helpless collapse in phrasing the |
| Intra-group unbarred interaction might be | | | | intended expressions in the TL, L1 can be |
| considered a violation of the cultural convention of | | | | provisionally allowed for the students of lower |
| managing an ideal class against which the teacher | | | | proficiency level and then gradually the situation |
| would have to fight prudently to settle interaction | | | | could be reduced to the nil interference of L1. |
| and integration of the four skills of the TL. | | | | F.The teacher should be affectingly and |
| C. Very few ELT classes of Bangladesh are not | | | | thoughtfully discreet and delicate in handling the |
| large.The usual class-sizes exceed | | | | students’ individual styles of learning the TL. |
| “seventy-five”(Brown 179) or even | | | | Sometimes the contrastive combination of the |
| hundred.Therefore,when a teacher attempts to | | | | introverts and extroverts or spirited and apathetic |
| divide such a large class into groups it ultimately | | | | personalities within pairs and groups would produce |
| gives rises to managerial difficulties.Eventually,the | | | | maximum success. Sometimes the association of |
| teacher would face complications in monitoring the | | | | homologous personalities in pairs and groups would |
| pair or group activities ensuring the | | | | produce best results. The teachers’ keen |
| “importance of meaningful ,purposeful | | | | observation and profound practical reflection |
| language and communication ,which in turn must | | | | based on the existing ELT context would assist |
| allow the student to give vent to creative | | | | the teacher to endorse the precise decision of |
| possibilities”(Brown 181).To “circulate | | | | appropriate strategic investment. |
| among the groups, listen to students ,and offer | | | | The present sketchy essay is in fact a |
| suggestions and criticisms”(Brown 181) would | | | | contemplation over some presumed barriers and |
| demand more time and effort than a teacher can | | | | their corresponding solutions that the Bangladeshi |
| usually afford. | | | | ELT teachers might face and ultimately need in |
| D. Along with the monitoring problem of large | | | | commencing intensified interaction with the |
| classes inaccurate dealing of the student-errors | | | | integration of the four skills to make their classes |
| should be added. In a large class “students will | | | | successful issues of CLT. Scenarios might vary |
| simply reinforce each others’ errors (Brown | | | | with the diversions of contexts. Therefore, the |
| 181) where the teacher gets bare chances of | | | | CLT teachers should be dynamically equipped with |
| correcting them being the victims of the other | | | | professional sensibility and in depth teaching |
| adverse administrative and managerial | | | | knowledge to take swift realistic and novel steps |
| circumstances. | | | | to win over the freshly sprung hurdles. |
| E. Mother- tongue (first language or L1) | | | | Bibliography: |
| interference could be limitlessly frequent in a | | | | 1.Brown, Doglus H.Teaching by Principles:An |
| linguistically homogeneous ELT class unless the | | | | Interactive Approach to Language Pedagogy.3rd |
| teacher authoritatively monitors and controls the | | | | ed. New York: Longman, 2001. |
| situation. Students “in small groups will covertly | | | | 2. Larsen-Freeman, Diane.Techniques and Principles |
| use their native language”(Brown 180). | | | | in Language Teaching.New York: Oxford University |
| Consequently, the purpose of adopting the CLT | | | | Press, 1986. |