Although it is widely recognized that prestigious norms in English language teaching continue to originate from and draw motivation from Anglo-American models, these models often presume the universal relevance of their approaches, methods, and materials. Since the transfer of information and assistance generally occurs in a one-way direction, nations within the outer and expanding circles of English use Braj B. Kachru (1985) frequently consider imported methods as the most effective and convenient way of teaching English to learners, regardless of the actual learning environments and contextual realities. One such adopted approach is Communicative Language Teaching (CLT), which was initially designed to teach English in authentic situations where learners could comfortably acquire the second or foreign language with minimal difficulty. Research findings indicate that CLT may not always function as effectively as originally claimed and that certain adaptations are necessary to make teaching and learning more successful. This study therefore explores the feasibility of implementing CLT with suitable modifications that address the needs of learners in a diverse and multilingual context.