摘要：The Ministry of Education of Bangladesh introduced Communicative Language Teaching (CLT) at secondary level by replacing Grammar Translation Method (GTM) in 1995. However, a body of studies found that principles of the CLT-based curriculum are not properly implemented so far. As a consequence, a wide gap is noticed between the policy and practice in teaching of English language. So, it is important to identify the reasons or factors that hinder the implantation of CLT at the secondary level education. This qualitative study was designed with a purpose to ascertain the impediments those hinder the implementation of CLT at the secondary level in Bangladesh. It used two methods namely classroom observation and practicing teachers’ interview and then the findings were triangulated to find a comprehensive answer to the research questions. The identified impediments may be taken into consideration and a solution to the research problem may be found.
