Challenges faced by teachers when teaching English grammar using Communicative Language Teaching approach in multilingual classrooms

Gwen Mutolwa and David Sani Mwanza
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Gwen Mutolwa: PhD student, University of Zambia
David Sani Mwanza: Lecturer, Department of Language and Social Science Education, The University of Zambia

International Journal of Research and Innovation in Applied Science, 2025, vol. 10, issue 3, 600-610

Abstract: The Communicative Language Teaching approach is the recommended methodology to be used in the teaching of English as a second language in Zambia primary schools. The language policy stipulates that English should be used as a language of instruction from grade five to tertiary education. Considering Zambia as a multilingual country, there seems to be a gap between the policy and practice which affects the effective teaching of English grammar using Communicative Language Teaching (CLT) approach. The aim of the study was to establish challenges faced by teachers when teaching English grammar using the CLT approach in grade six multilingual classrooms in Central Province of Zambia. The study used a qualitative design, and data was collected using face to face interviews. A sample of 20 grade six primary school teachers participated in the study. Data was analysed thematically. The study revealed that teachers experienced challenges such as learners’ poor proficiency in English language, learners’ low classroom participation, teachers’ lack of proficiency in the learners’ dominant local language, lack of teaching and learning materials, teacher to pupil ratio, and learners’ linguistic diversities in the classroom. The study recommended that teachers should be trained on how to navigate the complexities of multilingual classroom when teaching English grammar.

Date: 2025
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