Introduction:
This study will take a look at the communicative language teaching approach with respect of teacher roles. The aim of this approach is to develop learner’s four basic skills in English language. I have selected the topic “Communicative Language Teaching At The S.S.C. Level: Investigating Teacher Roles” in Bangladesh as my thesis paper because at present most of the teacher of our country at the secondary level are trained through grammar translation method. Being trained through GT method, they are teaching English using communicative language teaching (CLT). So in this study the questions to be dealt with include what is CLTA is, where it came from and how teacher’s role differ from the roles they play in other teaching approaches.

CLTA:
Communicative language teaching approach or CLTA is a big term which includes the development of language learning or teaching from form based to a meaning based approach, the move towards an eclectic approach from a rigid method, the shift from teacher fronted to a learner centre classes . William Littlewood (1981) thinks CLTA means systematic attention to functional as well as structural aspects of language , combining these into a more fully communicative view. It is considered an approach rather than a method as its principles reflects a communicative view of language and language learning. According to Margie. S. Berns (1984,p.5)’language is interaction; it is interpersonal activity and it has a clear relationship with society.

Origin of CLTA: The origins of CLTA are many, insofar as one teaching methodology tends to influence the next. It was the product of educators and linguists who had grown dissatisfied with the earlier methods ,where students were not learning enough realistic ,socially necessary language (Barman, Sultana & Basu,2006). Therefore they became interested in the development of communicative style teaching in the early 1970s, focusing on authentic language use and classroom exchange where student engage in real communication with one another. This approach originated from the changes in the British situational language teaching approach dating from the late 1960s(Richards & Rodgers , 2001). The concept of communicative competence was first introduced by Hymes in the mid 1960s and many researchers helped to develop theories and practices of CLTA. Although they were different in many way, they all stressed the importance of communication.(language quality improvement in secondary education project, module-1,2001).

Major characteristics of CLTA:
CLT is usually characterized as a broad approach of teaching rather than as a teaching method with clearly defined set of classroom practices. As such it is most often defined as a list of general principles or features .one of the most recognized of these list is David Nunun’s (1991)five features of CLT:
• An emphasis on learning to communicate through interaction in the target language .
• The introduction of authentic texts into the learning situation
• The provision of opportunities for learners to focus, not only on language but also on the learning management processes.
• An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning.
• An attempt to link classroom language learning with language activities outside the classroom.
These five features are claimed by practitioners of CLT to show that they are very interested in the needs and desires of their learner as well as the connection between the language as it is taught in their class and as it is used outside the classroom. CLTA introduced at the S.S.C. level:
In this era of globalization it is necessary for everyone to connect with the whole world. Even in Bangladesh, people are giving much more importance towards learning English in order to communicate with the people of other countries, to get job, to do business as well as to have a higher education. As a result in our country English is made a compulsory subject in the S.S.C. level and so student have to study English. However students of our country are hardly able to use English effectively in their day to day life. As a result CLT has been introduced in our country in the 1998s as the goal of this approach is to develop learner’s communication skills. Since then the education board of our country has been trying to train the English language teachers all over the country in CLT through different projects so that they can use this method in their classroom teaching. Though initially this method was not so much used, now a days after being trained, the teacher know about it and try to follow it in classroom teaching. As a result now the teachers are comfortable with this approach.

Teacher roles :
The students of S.S.C. level are experienced so they can easily co-operate with the teacher. There are several roles for teachers in CLT classroom at the S.S.C. level. According to Breen, M. & Candlin, C. N. (1980) there are two main roles of a teacher in a CLT classroom at the S.S.C. level. The first role is to facilitate the communication process among all the student in the classroom and between the students and the different type of activities and text. Next a teacher has to act as an independent participant within the learning teaching group. The teacher is also expected to act as a resource, an organizer of resources, a motivator, a counselor, a guide, an analyst and a researcher (Richards & Rodgers,2001).As a resource, CLT teachers can provide the students of S.S.C. level with dictionaries, ample reading materials, writing models, video or audio clips to develop their language skills. Teacher also should know how to organize these resource. Furthermore, CLT teachers can work as a motivator to encourage the students in using the language both inside & outside the classroom as well as provide feedback. A teacher may be giving the psychological support to the students. While the learners are performing, the teacher can monitor their strength and weakness. Moreover the teacher must make sure that learners understands what they are required to do in an activity & discourage them from resorting to their mother tongue in moment of difficulty. However , a teacher has no direct role in the activity rather he take part as a co-communicator. He has to maintain his role without becoming dominant over the students of the S.S.C. level.

Consistence with CLT:
Innovation in teaching English has started happening in recent years in Bangladesh. Traditiona l teaching focuses on grammatical rules rather than meaning. In CLT teacher uses visual aid to present the grammatical structure to be taught, The teacher checks students understanding by asking yes/no question focusing on form, meaning & use. The teacher gets students to practice the structure through repetition & substitution drills. The teacher tries to provide maximum practice within controlled but realistic & contextualized framework & to build students confidence in using the new language .The teacher of CLT can provide students with opportunities to use new language in a freer & more creative way. The teacher creates activities in which students can integrate new language with previous learnt language & apply what they have learnt to talk about their real life activities. What makes this kind of lesson different from the traditional one is that the teachers tries to make the language used in the lesson real & true. The teacher create real or like real situations in which the language can be used.

Limitation:
Very recently government has founded CLT in the general education. But for the construction of sufficient interaction & quadruple skilled integration in classrooms there await some barriers for the Bangladeshi teachers. The interactional activities such as question & answer task, pear checking, role play ,drama, project, interview, information gap, problem solving ,opinion exchange would be impossible to be held because of our large classroom with 80 to 100 student. The conventional cultural nation of ideal teaching might hamper the Bangladeshi teachers to gear an interactive & integrative class. Very few ELT classes are of Bangladesh are not large. The usual class size exceed seventy-five (Brown 179) or even hundred. Therefore when a teacher attempts to divide such a large class into groups it ultimately gives rises to managerial difficulties. Eventually the pair of group activities monitoring would be complicated for the teacher. This approach demand more time & afford than a teacher can usually afford.
What I want to do now in my study:
An English teacher plays an important role in teaching English at all level. when he/she teaches English obviously he/she has to follow some method .now-a-days CLT is most acceptable approach which aim is to develop the learner’s communicative skills. English is introduced as a compulsory subject in the school curriculum from play group to H.S.C. level.the student of our country have no option but to study English as subject. But it is a matter great sorrow that most of the student of our country are unable to use English language effectively in different situation. I have selected the topic “Communicative Language Teaching At The S.S.C. Level: Investigating Teacher Roles” in Bangladesh as my thesis paper because at present most of the teacher of our country at the secondary level are trained through grammar translation method. Being trained through GT method, they are teaching English using communicative language teaching. As a result this approach cannot be successful in Bangladesh. What are the reasons behind of this failure? Are the student only responsible for this? No doubt the English teachers are responsible for these miserable condition. A teacher who is unmotivated to inspire learners to work hard in the class and take the initiative outside the class he cannot be a good teacher. So now I will discuss about the teacher roles related with CLTA, its importance, necessity, limitation, solution, essential materials e.t.c. in my study.