Bridging the Gap Between Curriculum Reform and Classroom Reality: Challenges of Implementing Communicative Language Teaching (CLT) in Iranian Schools

The implementation of Communicative Language Teaching (CLT) in Iranian schools has become a central focus of curriculum reforms aimed at enhancing students’ communicative competence and moving away from traditional, grammar-focused instruction. Despite these reforms, a persistent gap exists between the curriculum’s intended objectives and classroom realities, with teachers often facing challenges in translating theoretical principles into effective practice. The present study aims to investigate the barriers to CLT implementation in Iranian schools, examine the factors that influence teachers’ perceptions and practices, and explore strategies to align curriculum goals with classroom realities. A qualitative, descriptive, and library-based methodology was employed, drawing on peer-reviewed articles, books, and conference proceedings accessed through reputable databases including SID, Civilica, Noormags, MagIran, and Google Scholar. Data were analyzed to identify structural, pedagogical, and cultural factors affecting CLT implementation, including class size, resource limitations, teacher preparedness, and socio-cultural expectations. Findings indicate that while teachers recognize the theoretical value of CLT, structural constraints, insufficient professional training, and misalignment between curriculum objectives and classroom conditions hinder its effective application. Moreover, cultural norms and traditional expectations in Iranian classrooms limit opportunities for interactive and student-centered learning. The study concludes that bridging this gap requires context-sensitive curriculum design, targeted teacher training programs, development of locally appropriate teaching materials, and supportive educational policies. Addressing these factors can facilitate the successful implementation of CLT, enhance students’ communicative competence, and ensure that curriculum reforms translate into meaningful classroom practices.

کلیدواژه ها:

Communicative Language Teaching ، Curriculum Reform ، Classroom Challenges ، Iranian EFL Education