IMPLEMENTING COMMUNICATIVE LANGUAGE TEACHING (CLT) PRINCIPLES IN ENGLISH LESSONS AT UZBEKISTAN’S SECONDARY SCHOOLS

Abstract

This article explores the current state of English as a Foreign Language (EFL) teaching in Uzbekistan, focusing on the implementation of Communicative Language Teaching (CLT) in secondary schools. Although recent educational reforms and national curricula have emphasized the importance of communicative competence and aligned language education with international standards such as the CEFR, the practical application of CLT principles remains limited. Many classrooms continue to rely on traditional, teacher-centered methods emphasizing grammar and translation rather than communication and interaction. The study highlights key challenges that hinder the effective adoption of CLT, including large class sizes, lack of resources, insufficient teacher training, and exam-oriented assessment practices. By analyzing these issues, the article underscores the need to bridge the gap between theoretical reforms and classroom realities, advocating for more practical teacher development, authentic language use, and assessment practices that foster communicative competence among learners.