This PhD project investigates how CLT is actually implemented at the micro level in various institutions as per policies made at the macro level. In Bangladeshi secondary school contexts, government and non-government schools both in city and rural areas follow the same curriculum and language teaching methodologies; however, a sharp contrast of learners’ success, particularly in English in national school leaving examinations from these two types of schools causes much concern (Hamid, 2011). Using mixed methods, data has been collected through classroom observation, semi-structured interviews with teachers and students survey questionnaires. Preliminary results show "why and how does disparity among schools exist in implementing CLT?" Complete data analysis, consisting of SPSS software for quantitative data and other qualitative data analytical approaches, reveals in detail success and failure of government's policy change initiatives for ELT. This study expects to find new insights for successful ELT in Bangladesh.
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