The incompatibility of Libyan Teachers of English views and Practice in terms of implementing Communicative Language Teaching in some schools in Tripoli

Abstract

The present study explores why Communicative Language Teaching (CLT) specifically as an innovative approach, is not always successfully adapted into English classrooms in the Libyan context as viewed by teachers of English. It investigates the difficulties that impede the smooth implementation of (CLT) in Libyan secondary schools specifically from the teachers’ point of views, as well as the reasons behind such views. Data of this study were collected from a questionnaire and follow-up interviews with 10 Libyan teachers and a classroom observation at state run schools in Tripoli. The research question is: What are the difficulties or barriers that teachers may face in implementing CLT? The findings reveal that adapting CLT was viewed positively by teachers, but several obstacles are found to impede it. The important findings included teachers’ lack of CLT training, problems in accessing CLT resources, low-proficiency of students, lack of motivation among students, examination system and some issues to CLT itself.   However, they have also mentioned some cultural and situational challenges that hinder their implementation of CLT, as result; they blend it with other teaching methods.