# data[].attributes.body
Does it work - yes. Asian countries are moving away from the traditional way of teaching. There's more discussion and students are able to question more.

Problems:
- teachers (lack of understanding of CLT, lack of acceptance, requires more effort, lack of training, lack of belief in English competence, older teachers find it tougher to change,
- students (attitudes towards exam prep, requires more effort,
- school system (exam culture, lack of appropriate support from administration
- resources (lack thereof)
-ideology (assessing CLT is more difficult

# data[].attributes.body
1. The local knowledge enables teachers to compare different aspects of cultures (the target language culture and the source language culture)
2. By designing some activities like debates, we may involve students in teaching critical thinking activities. However, whether it is practical in exam-oriented context is till a question. Maybe we can try to transform their focus from the result of exams to the learning process. We should try to design some activities to interest students in using grammars rather than memorising grammars.

# data[].attributes.body
It works.

Problems:
1. Needs of students are different from the aims of CLT (passing exams)
2. More time and focus are needed to build up grammatical competence.
3. Teachers and students do not have clear understandings on CLT.
4. The natures and characteristics are different in every student. (some are shy...)

Modification: combine the traditional methods and CLT.

# data[].attributes.body
1. local teachers are successful L2 user,  so they can guide students' learning based on own learning experience
2. local teachers share the same cultural background with the students
3. think globally and teach locally, find a balance between traditional rote-learning and CLT in Chinese context