Challenges of Iranian Language Teachers in Transitioning from Traditional Methods to the Communicative Approach in Schools

The shift from traditional, grammar-based language teaching methods to the Communicative Approach (CLT) has been one of the most significant developments in the field of language education worldwide. In Iran, despite the official emphasis on communicative competence in national curricula, language teachers face numerous challenges in implementing this approach in their classrooms. This article examines the multifaceted challenges that Iranian language teachers encounter during the transition from traditional methods to CLT. Based on a review of contemporary research, the major challenges are categorized into several dimensions: teacher-related challenges (including insufficient training, low proficiency in English, and lack of familiarity with CLT principles), student-related challenges (such as passive learning habits, low motivation, and limited exposure to authentic language), institutional and curriculum challenges (including large class sizes, time constraints, exam-oriented educational culture, and misalignment between CLT principles and assessment systems), and cultural challenges (including resistance to change, traditional beliefs about teaching and learning, and cultural inappropriateness of CLT activities) (Nushi & Nejad-Esfahani, ۲۰۲۴; Rahimi & Nabilou, ۲۰۲۴). Furthermore, research indicates that despite positive attitudes toward CLT among Iranian teachers, there remains a significant gap between their stated beliefs and their actual classroom practices (Nushi & Nejad-Esfahani, ۲۰۲۴). The article concludes by offering practical recommendations for teachers, teacher trainers, and policymakers to facilitate the effective implementation of communicative language teaching in Iranian schools.

کلیدواژه ها:

Communicative Language Teaching (CLT) ، Iranian language teachers ، traditional methods ، challenges ، implementation ، teacher education.