Alignment of Communicative Language Teaching Approach with Teaching Activities in Zanzibar EFL Secondary School Classrooms: Theory Versus Practice

Abstract

English is essential for academic success in Zanzibar’s secondary schools; however, the introduction of Communicative Language Teaching (CLT) in English classrooms has not yet improved students' communication skills due to limited proficiency. This study examined the implementation of CLT in secondary school English classrooms in Zanzibar, focusing on the alignment between CLT principles and actual classroom practice. Using a qualitative ethnographic design, 18 respondents obtained through purposive sampling were invited to participate in the study. Data were collected through classroom observations, interviews, and focus group discussions in two government schools. Findings revealed that while teachers frequently used pair and group work, key communicative activities such as debates, role-plays, and jigsaw tasks were largely absent. Limited use of authentic materials and the dominance of teacher-centred approaches further hindered the development of communicative competence. Although curriculum expectations promoted learner-centred and interactive pedagogy, classroom practices remained largely traditional. The study concludes that gaps between CLT theory and classroom reality persist due to insufficient training, limited resources, and teachers’ avoidance of communicatively demanding tasks. It recommends professional development, adequate instructional materials, and supportive supervision to enhance the implementation.