This study explores the comparative acceptability of two prominent language teaching methods—Grammar Translation Method (GTM) and Communicative Language Teaching (CLT)—among teachers in rural secondary schools in Bangladesh. Despite the global shift towards communicative approaches, many rural schools continue to employ traditional methods like GTM due to contextual and resource-based challenges. Through a mixed-methods approach, this research surveys teachers' perceptions, experiences, and preferences regarding both teaching methods. Findings indicate that while CLT is favored for fostering communicative competence, teachers in rural areas express concerns about its practicality, given the lack of resources and the predominant focus on examinations. Conversely, GTM is viewed as more feasible within the constraints of rural schools, though it is acknowledged as less effective in developing students' language skills for real-world communication. The study highlights the need for context-sensitive adaptations in language teaching methods, balancing traditional approaches with modern pedagogies to meet the diverse needs of rural learners.

Grammar Translation Method (GTM), Communicative Language Teaching (CLT), Language Teaching Methods

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