ঢাকা
২০শে জুলাই, ২০২৪ খ্রিস্টাব্দ
রাত ১২:৫৫
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প্রকাশিত : জুলাই ১০, ২০২৪
আপডেট: জুলাই ১০, ২০২৪
প্রকাশিত : জুলাই ১০, ২০২৪

Obstacles in Instructing English at Village Elementary Schools in Bangladesh: A Case Study in Nilphamari District Jaldhaka upazila and Proposals

Sultanul Arefin
Department of Languages
IUBAT - International University of Business Agriculture and Technology, Dhaka

Elementary education is crucial as it lays the foundation for students' future learning. In rural Bangladesh, many students fail public examinations or pass without achieving proficiency in essential language skills, particularly in English. This study focuses on identifying the challenges faced in teaching and learning English in rural primary schools in Bangladesh and proposes solutions to address these obstacles.

Challenges in Implementing the English Curriculum: Teachers in rural primary schools face numerous challenges in implementing the English curriculum, including:

  • High student-teacher ratios
  • Small classrooms
  • Inadequate teaching aids
  • Insufficient subject-specific training
  • Lack of teacher guides
  • Poor physical facilities such as school buildings, classroom sizes, electricity supply, libraries, and hygienic toilets.

These factors contribute to an environment where effective English language instruction is difficult to achieve.

Training and Professional Development:
The majority of teachers have not received specific training in teaching English, apart from the mandatory one-year Certificate in Education (C-in-ED). This lack of specialized training hinders their ability to teach English effectively. Even when training is provided, it is often not utilized due to a lack of supervision and support.

Teaching Methods and Classroom Management:Teachers predominantly use traditional lecture methods, relying on textbooks and minimal teaching aids such as chalk and blackboards. Innovative and engaging teaching strategies are rarely employed, which further complicates students' understanding of English. Additionally, teachers struggle with classroom management due to large class sizes and insufficient contact hours.

Assessment and Feedback:Continuous assessment and timely feedback are essential for identifying student weaknesses and addressing them. However, many teachers overlook these practices, resulting in students falling behind in English proficiency. The absence of listening activities and dedicated listening labs further exacerbates the issue, as listening skills are critical for language learning.

Suggestions for Improvement :Teachers unanimously recommend that the government take the following steps to improve English instruction in rural primary schools:

  • Recruit more teachers to reduce student-teacher ratios
  • Increase contact hours for English classes
  • Provide additional teaching aids and subject-specific training
  • Ensure timely distribution of teacher guides
  • Improve physical facilities in schools

Non-governmental organizations (NGOs) can also play a role in addressing these challenges by providing support and resources to schools.

Finally, This study highlights significant obstacles in teaching English at rural primary schools in Bangladesh. Addressing these challenges requires a concerted effort from both the government and NGOs to provide adequate resources, training, and support to teachers. By improving the teaching and learning environment, rural students can achieve better proficiency in English, ultimately enhancing their academic performance and future opportunities.

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