Abstract:
In-service training (INSET) is essential for teachers to be professional, to be updated
with modern curricula, new approaches or syllabuses etc. The Bangladesh
government has been spending a huge amount of money since 1990s to train
secondary English teachers through different INSETs. The purpose of this study was
to explore the influence of socio cultural factors that affect teaching English through
Communicative Language Teaching (CLT) in the context of Bangladesh and to find
out the effectiveness of INSET courses offered to them. Mixed Method approach
were used in the research whereby findings were triangulated through interviews,
Focus Group Discussions (FGD), observations, and questionnaires. The sample for
this study was selected from two training centres that offer two different INSETs and
twenty secondary schools. The findings revealed that the participants of the both
INSETs i.e., CPD and CEC exposed a high level of satisfaction with all aspects.
Moreover this study identifies a number of socio cultural factors that hinder in
implementing CLT. Since most of the teachers are not proficient in English so
recommendations have been made to develop teachers’ basic English and that must be
given at the beginning of the INSET. Follow up or refreshers’ training need to be
organised after each INSET on regular basis.
