"RETHINKING CLT: A COMPARATIVE LOOK AT WESTERN AND LOCAL CLASSROOMS"

Abstract

This article critically examines the application of Communicative Language Teaching (CLT) across different cultural and educational contexts. It contrasts how CLT is implemented in Western classrooms—where student-centered learning, open communication, and interaction are emphasized—with its adaptation in local, often non-Western, contexts that may prioritize rote learning, teacher authority, and exam-driven education systems. The author highlights key challenges in transferring CLT principles across cultures, such as differences in classroom norms, teacher training, student expectations, and institutional constraints. Drawing on case studies and classroom observations, the article argues for a more context-sensitive approach to CLT that respects local educational values while promoting communicative competence. Ultimately, it encourages educators to rethink one-size-fits-all language teaching methods and adapt pedagogical practices to suit specific classroom realities.