The use of Communicative Language Teaching (CLT) approach in the ESL classroom. A case study of Mpohor Senior High School.

Abstract

This study sought to examine how the English language teachers in Mpohor Senior High School use the Communicative Language Teaching (CLT) approach in their classrooms. The research approach was qualitative and the design was a case study. The population for the study was Senior High School English language teachers in Ghana. All the ten English language teachers in Mpohor Senior High School in addition to five hundred and eleven students were chosen as the population sample. Both purposive sampling techniques and census sampling technique were used. The researcher used interview, observation and focus group discussions as instruments to collect data for the study. The study on the implementation of Communicative Language Teaching (CLT) revealed a significant gap among respondents in their practical application in real life situation and theoretical knowledge of Communicative Language Teaching (CLT). It was also observed that the respondents could not apply the principles of CLT in the classroom because they lack the in-depth knowledge of the concept. This difficulty in applying the CLT principles therefore highlights the need for targeted professional development to enhance teachers' proficiency in applying CLT principles effectively. Challenges were identified in integrating authentic materials and technology, essential components for creating dynamic learning environments aligned with CLT goals. Despite these challenges, teachers demonstrated dedication to promoting cultural sensitivity and integrating reflective practices into their instructional strategies, fostering inclusive and effective learning environments. The researcher suggested that future researchers could investigate how incorporating authentic materials impacts student engagement, language proficiency, and cultural awareness in CLT-based instruction. Another significant area for future research is assessing technology integration in CLT-based instruction.