COMMUNICATIVE LANGUAGE TEACHING (CLT) IN HIGHER EDUCATION: CHALLENGES, METHODS, AND SOLUTIONS

Abstract

In the era of rapid globalization, the demand for functional, real-world communication skills in a second language—most notably English—has surged within tertiary education. Traditional pedagogical methods, which rely heavily on grammar translation, rote memorization, and passive lectures, often fail to prepare graduates for the communicative demands of contemporary academic and professional landscapes. Communicative Language Teaching (CLT) has emerged as a key pedagogical framework to bridge this gap by prioritizing interaction as both the means and the ultimate goal of study. This article explores the systemic application of CLT in higher education institutions, identifying and analyzing core structural challenges—such as large class sizes, rigid high-stakes assessment frameworks, deeply ingrained cultural resistance, and a lack of ongoing professional development. Ultimately, the paper proposes a series of comprehensive, scalable solutions. By integrating interactive methodologies, task-based learning, blended technologies, and reformed assessment rubrics, universities can successfully cultivate genuine communicative competence in their students.