Since the very beginning of its emergence in the 1970¿s, communicative language teaching has gained so much prestige and fashion among curriculum designers and language teachers that any innovation in second and foreign language teaching that seemed to be different from the structural and audiolingual method has been described as communicative. Consequently, many teachers have come to declare their adherence to CLT, no matter how communicatively oriented their teaching practices are, how effective these practices are in meeting the perceived needs and expectations of their students, and disregarding the restrictions that may be imposed on the translation of this approach into practice. This book focuses on the evaluation of the communicative orientation of ELT classrooms in Moroccan and the investigation of the nature of constraints imposed on its implementation in this context. It suggests a number of implications that would ultimately help practitioners create an atmosphere in the classroom, where students could be deliberately engaged in interactive and purposeful communication, a prerequisite for learners¿ development of communicative competence and personal authenticity.