Under first category, the results showed that the participants believed CLT as a language teaching approach that focuses on developing communicative competence, teaching language for real life, child-centered teaching, and teaching culture in the second language classroom. The results revealed teachers' conceptualization under two categories in compliance with and deviance from CLT principles. The data were analyzed using content analysis technique. The content validity of interview questions was ensured by consulting three experts and computing Item Object Congruence (IOC) in accordance with Lynn's (1986) item acceptability criteria. A set of 15 predetermined open-ended questions on CLT were framed and asked based on Savignon's (1983) Foreign Language Attitude Survey Test (FLAST). Four ESL teachers were selected as the participants for the semi-structured interview through purposive sampling technique. The purpose of this qualitative study was to examine the conceptualization of communicative language teaching (CLT) by the English as Second Language (ESL) teachers in Chukha district in Bhutan. These multiple levels of analysis show how local understandings and practices of disability influence Bhutanese interpretations and implementation of inclusive education policy borrowed from elsewhere and add new insights into the study of policy in comparative education. The study then shifts to the school level where the country's rich historical context has produced local socio-cultural constructions of disability that serve to `disable' and exclude certain students. Several theories pertaining to the process of educational policy transfer are used to explain this policy borrowing process - world culture, world-systems, and a more anthropological approach - as it applies to the case of Bhutan. These distinct yet interconnected streams present a contradictory international message from which Bhutanese policy actors must try to make meaning. At the top levels, two discursive streams are entering Bhutan - that of the medical approach to constructing disability and that of the rights-based approach to constructing disability. This dissertation, using a vertical case study approach, explores the interactions of multiple levels of policy-making as the inclusive education discourse makes it way through Bhutan. Inclusive education policy, philosophy, and practice has existed in international discourse for many years - especially in United Nations human rights initiatives such as the Convention on the Rights of Persons with Disabilities. Specifically, one of the major challenges in Bhutanese education today is how to include students with disabilities in schooling. With this massive increase in educational service provision, the challenges of providing education for a heterogeneous student population are now front and center in Bhutanese policy and discourse. Perhaps the most significant change in Bhutan has occurred in its educational system, which grew from a very limited presence in 1961 to now serving the entire youth population of Bhutan. Bhutan is a small country in the Himalaya that has experienced rapid societal changes in the past 60 years.
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