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ABSTRACT
Primary level education is the base of the students for their future. Every year many of our students fail in the
public examination and even those who pass in the existing exam system by memorizing and without achieving
four skills, cannot display enough competence in English. Primary level has been chosen as it is the basic level
and the teachers are entirely responsible for the students’ learning at this level. The main purpose of this study
was to find out the challenges in teaching –learning English at the Primary level of rural area in Bangladesh. In
this study two sets of questionnaire were used to collect data from the students and the teachers to evaluate the
situation of English language teaching-learning in the primary schools of the rural areas in Bangladesh.
Interviews were also taken from the teachers and English teaching sessions were observed using an observation
checklist to find out the real present scenario of teaching English language at the primary level. The study
indicates that most of the rural schools’ students are weak in English due to lack of skilled and trained teachers,
proper teacher training, using proper teaching methods and materials, limited contact hours, class size,
inadequate knowledge on pedagogy and so on. Some recommendations based on research findings have also been
included in this paper to face those challenges.
Key words: English language, challenges, curriculum, CLT, rural primary level schools.
foundation on which to develop reading and pointing out that these are related to the
writing skills. types of function teachers are expected to
fulfill, the degree of control the teacher has
The main purpose of using language is to
over how learning takes place, the degree to
communicate one’s needs, necessities,
which is the teacher is responsible for
feelings, thoughts and ideas to others
determining the content of what is taught,
(Banu,2009). Empirical studies indicate that
and the interactional patterns that develop
many of the primary graduates are failing to
between teachers and learners. Littlewood
learn language skills that they can use
(1981) conceptualizes the role of the
effectively(Snow, Burns & Griffin, 1998;
language teacher broadly as the “facilitator
Ahmed & Nath, 2005).To learn language,
of learning” in the context of
comprehension strategies need to be more
Communicative Language Teaching (CLT)
explicitly discussed and individual
instead of the rather narrow concept of the
interpretation of texts need to be valued
“teacher as instructor”. According to
inside the classroom (Nath and Hossain,
Littlewood (1981), a teacher’s role as a
2005). Children need to learn different
facilitator entails the sub-roles of an
reading strategies. For example, scanning,
“overseer” of student’s learning, a
skimming and locating information
“classroom manager”, a “consultant or
throughout the text to solve different reading
adviser” and sometimes, a “co-
problems. All learning experiences do not
communicator” with the learners. Harmer
necessarily lead to learning, unless
(2001) looks at them “facilitator” in a much
subsequent opportunities for reflection,
broader way than Littlewood does, and
application, correlation and consolidation
points out that the ultimate aim of all roles is
are created (Shukla, 2008). In case of
to facilitate the students’ progress in some
English language teaching (ELT), several
way or the other. He talks about using
methodologists (Littlewood,1981; Richards
certain “precise” terms for the roles that
and Rodgers, 1986; Tudor, 1993; Harmer,
teachers play in the classroom: controller,
2001) have suggested many potential roles
organizer, assessor, prompter, participant,
for a language teacher. Richards and
resource, tutor and observer. Tudor(1993)
Rodgers (1986) consider teachers’ roles as
looks at the role of the teacher in the context
part of the ‘design’ component of a method,
of the notion of the learner –centered
ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
classroom, a kind of classroom in which the passages, paragraphs, informal letters and
focus is on the active involvement of the numbers according to their age group and
learners in the learning process. Interactive level. Although NCTB prepared English
communication in collaborative learning curriculum for the students of the primary
experiences help learners to develop their level schools to consider proper approaches
thinking through language and develop their and methods, unfortunately the curriculum is
language through thinking. Significant not applied accurately especially in the rural
changes have been experienced in the areas. However, most of the students of the
communication dynamics of the world. rural primary schools are unable to attain the
English as a lingua franca has a paramount primary English language competencies due
importance in equipping the students to take to prevailing challenges in our education
up the challenges of the competitive survival system.
and growing globalization in developing
1.1 Present situation of English language
countries. This is high time we started to see
in Bangladesh:
the future development of English as a
world language and took proper initiatives to Necessity of teaching English was addressed
get learners to the global standard level. The first time in the South Asian subcontinent in
global distributions of English are often Lord Macaulay’s Minute of 1835
described in terms of three contexts such as (Krishnaswamy and Sriraman, 1995).
English as a Native Language (ENL), Macaulay in his Minutes expressed the
English as a Second Language(ESL) and importance of education that would be given
English as a Foreign Language(EFL).The to the natives through the medium of
main objectives of teaching English in English. He mentioned two objectives of
primary level education in Bangladesh are to such education. The first was to create a
enable students to understand simple class of natives who despite their blood and
commands, requests and instructions in color through this education; would be
English and carry them out. The students English in culture and be able to “interpret”
can speak and converse in simple English between the rulers and the subjects. The
and also can read to comprehend the second was to create a “demand” for the
textbooks set for their age group and level. European institutions. Clearly both the
They also write words, simple sentences, objectives were designed to serve the
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interest of the Masters, not of the Subjects. English study effective from the primary to
When it published, he said, “It would be the the tertiary level a lot of things like trained
proudest day in English History” teachers, communicative teaching materials,
(Sadek,2002). In Bangladesh, during the financial, infra-structural and management
Pakistan period, as a legacy for British rule, amenities are required. But, these things are
English was a second language. The not available in the rural primary schools in
educated or even fairly educated people had our country. Teaching – learning in the rural
to use English in offices, profession, areas is very pathetic. Here learning means
education and other purposes. However, memorizing only grammatical rules and
after the war of liberation in 1971, in textbook contents even without
independent Bangladesh, the official status understanding. But unfortunately, there is
of the English language changed to a foreign discrimination between the urban and the
language. Moreover, recently the EFL rural students’ learning in case of English.
situation in post liberation Bangladesh, The urban students have the easy access to
English has regained an important unofficial watch cable television, go cyber café and
status. There are about 90,000primary read English newspapers. As a result they
schools in the country where approximately have the easy opportunity to use English
17 million students are studying. Teacher outside their classroom. Besides, in some
population is 264177 and teacher – student urban schools, computer education has been
ratio is 1:56. It is the highest ratio between made mandatory from the very early of their
teacher and student among all levels of schooling. This helps them to learn and to
education (Raju,2003).English is being used use English words and vocabulary. Their
in many government, semi- government and proficiency level is much higher than that of
private organizations along with Bangla. In the rural students. It is notified in the public
every level of education, there is a examinations and in the interviews.
curriculum. Curriculum means a set of
2. Research objectives:
teaching materials that are taught in a school
or a program. English curriculum at primary The main aim of this study was to find out
level of Bangladesh indicates the aim, the challenges of applying English
teaching methods and techniques, teaching curriculum at primary level in rural schools
aids and evaluation system. To make of Bangladesh. To investigate the
ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
challenges, the specific objectives of this schools in the Upazila. To select the sample
study are- of schools, purposive sampling procedure
was used. 20 schools were selected for
1. To find out the present situation of
collecting data. For selecting students, only
English teaching –learning methods
class III, IV and V were considered. Class I
in primary rural schools of
and II were not considered as English is not
Bangladesh.
taught formally at these levels. 20 teachers,
2. To identify the challenges to apply
one from each school and 200 students, 10
the English curriculum in primary
from each school were selected for data
rural schools of Bangladesh.
collection. 20 selected English teachers from
3. To provide some recommendations
each school, whose classes were observed,
to emancipate from the challenges of
were considered as respondents for data
implementing the English curriculum
collection through questionnaire; and other
at the rural primary schools of
10 English teachers, whose classes were not
Bangladesh.
observed, were selected for interviews to
3. Methodology find out in depth information. The
questionnaire for the students was included
The study was concerned to investigate the
mostly close ended and some open ended
present situation of English teaching-
questions. Another questionnaire was used
learning processes in rural areas and to
for the teachers whose classes were
identify the nature of the problems to
observed to find out the present situation of
implement the English curriculum in
English teaching at primary level in rural
Bangladesh. It was designed in mixed
areas. 10 English teachers, whose classes
approach. Two sets of questionnaire
were not observed, were selected by
(teachers and students), observation
purposive sampling for interviews.
checklist were used to follow the
Interview was conducted to investigate the
quantitative approach while interview was
teachers’ views about the challenges of
conducted as the qualitative approach.
teaching-learning English Curriculum at
This research was conducted in the rural rural primary schools. Observation checklist
area of Shahrasti Upazila under Chandpur was used to find out classroom teaching-
district, Bangladesh. There are 63 primary
ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
learning conditions and procedures towards make writing exercise in the classroom
English language learning. whether 30% think that English teachers
rarely make writing exercise in the class.
4. Results and Discussion
From all the respondents, 18% consent that
(Refer table 1 here) English teachers always make reading
exercise in the class whether 70% consent
From all respondents, 55% consent that they
that English teachers sometimes make
read English regularly whether 45% consent
reading exercise and 12% think that English
that they do not read English regularly.
teachers rarely make reading exercise in the
Among the respondents who do not read
class. Unfortunately, all the learners claim
English regularly, 86% believe that English
that no primary teacher make listening
is very hard, 5% do not get interest in
practice in classroom.
English and 9% students think that teachers
do not make them understand precisely and (Refer table 2 here)
as a result they do not like to study English.
Among all the respondents, 30% teacher
5% learn lessons understanding by
consent that they sometimes follow the
themselves, 5% learn in teacher’s class, 40%
teacher’s guide; whereas 70% teacher do not
learn by reading guide books, 50% learn
follow teaching process instructed by the
with the help of private tutors. Among the
teacher guide. 18% teacher consent that they
all respondents, 8% consent that English
know the aims, objectives of primary level
teachers make speaking exercise in the
whether 82% teacher do not know the aims,
classroom while 40% consent that English
objectives of primary level. 55%
teachers sometimes make speaking exercise
participated in training for professional
in the classroom and 52% admit that English
development, whereas 45% did not take any
teachers rarely make speaking exercise in
professional development training. 22%
the classroom. Most of the students claim
teacher have taken training to teach English;
that teachers do not make regular writing
whether it is horrified that 78% teacher have
exercise in the classroom. Only 10% consent
not taken any training to teach English. 32%
that English teachers make writing exercise
consent that they teach after making lesson
regularly in the classroom while 60%
plan; whereas 68% consent that they do not
consent that English teachers sometimes
make lesson plan to teach. 60% teacher
ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
consent that they give lesson in the class in a result they can’t learn properly. 8%
Bangla language, 6% consent that they take teachers have good depth knowledge of
class by using English and 34% consent that subject matter, 20% have average in depth
they use both Bangla and English. 6% knowledge and 66% are in below average
teacher always use teaching aid to teach which focus that most of the teachers are not
English; whether 42% often use teaching good at English language as a result they
aids and 52% never use teaching aid to teach cannot teach properly. 28% school have
English. average classroom learning environment,
72% have below average classroom learning
(Refer table 3 here)
environment. 5% teachers are excellent in
From the observation of classroom, it was time management while 21% are good in
found that 2% teachers are excellent in time management, 34% are in average in
terms of classroom management, 10% time management, 26% are below average
teachers are good in terms of classroom in time management and 16% teachers do
management, 38% are in average performer, not maintain any time schedule which affect
and 40% are in below average conditions; students’ learning. 6% teachers followed
whereas 10% are totally unable in terms of excellent evaluation technique and 23% are
classroom management.32% teachers are in good in using technique of evaluation, 14%
average condition in terms of students’ are in average, 27% are in below average
motivation towards learning which is and 31% are totally unable to use technique
measured on the basis of using various ways of evaluation as a result they cannot evaluate
of giving motivation, 60% are in below students’ learning. 2% teachers have
average means they try little bit to motivate excellent feedback ability while 18% have
their students whereas 8% teachers do not good feedback ability and 27% average skill
have any intension to teach students to give appropriate feedback, 22% are in
perfectly and they do not try to motivate below average and 32% teachers have no
students towards learning. 5% students are skills or do not give feedback to the
good in terms of learner’s participation in students’ learning.
the classroom activities, 10% are in average
while 85% are in below average which focus
that students are inactive to the classroom as
ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
make the learners active for effective and books availability hygienic toilet etc. are
English language learning. also liable for learning environment.
Steps taken for the weak and special Suggestions to overcome English curriculum
featured students in teaching: Most of the implementation problems: All the
teachers admit that they give priority to the interviews consent that to face these
weak and special featured students. They try problems government should take proper
to make them understand the subject matter steps such as recruit more teachers in
again. Two teachers claim that they primary schools to reduce teacher – student
sometimes call their parents and tell them ratio, to increase contact hours, to provide
about their duties to their children and more teaching aids, subject based training
sometimes they go their home to motivate and to assure the supply of teacher guide in
them. time. They also suggest that various NGOs
can also help to solve those problems.
Steps taken for achieving the learning
objective: All of the teachers in this study 5. Findings and discussions
claim that they do not have apparent idea
To be skilled in a language especially the
about the learning objectives and they do not
language which is not mother tongue is
have any skills to measure the learning
needed regular practice (Sadek, 2002). In
objectives achieved or not.
this study it is found that English seems to
Problems for implementing English be a terrifying subject to the rural students
curriculum in school: All of the teachers though they try their utmost to read English
claim that there are many problems to regularly. In Bangladesh, most of the
implement English curriculum such as high primary schools are located in rural areas.
student – teacher ratio, small class size, Being majority in number, these schools are
insufficient teaching aids, lack of subject deprived of modern amenities for learning.
based training, unavailability of teacher As a result, it directly hampers students’
guide, scarcity of language lab, proper English learning and it is the cause of
physical facilities such as school building, students’ menace in English. English seems
classroom size, electricity supply, library to be obscure language to the rural students
because teachers do not use any jovial
ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
learning strategy. For this reason, most of a pressing matter and so, English turns out
the rural students can not make good result to be dull and hard subject to the learners.
in English.
Teachers’ guide is an important
It is found that all school authorities are instrumental material which helps to follow
callous in English language learning. Most proper teaching instructions. But in this
of the teachers complain that they do not get study, most of the teachers complain that
any help especially in teaching-learning they do not have teachers’ guide though
materials from the school authority which is some teachers heard about the guide. As a
responsible for weak teaching. The school result, they are unable to conduct English
authorities are always busy to get money for class fruitfully.
themselves without considering the welfare
Curriculum is the heart of education system
of the school. Actually it is one of the main
which indicates the education aim,
challenges for which teachers cannot use
objectives and learning outcomes. It helps
effective methodology in class room and
teachers to conduct their teaching in
that is liable to poor proficiency in English
classroom. But this research found that most
language in rural areas.
of the teachers are not aware of the
It is found that most of the teachers do not curriculum. So, it is one of the main
have any training in English which is obstacles for implementing curriculum. For
essential for the development of their this lacking of curriculum knowledge, the
professional skill. Trained teachers are learners may be affected in English language
reluctant to use their training as they are proficiency.
rarely supervised. Although primary
Lesson plan is the preparatory teaching-
teachers are expected to teach English as a
learning materials which facilitate teachers
compulsory subject from class one, there is
to conduct classes effectively. But it is found
no ELT provision in PTIs (Primary Training
in this research that the teachers are to take
Institute). As a result, they do not know
eight classes on average per day as a result
how to teach English effectively. It is found
they cannot make any lesson plan.
that most of the teachers are ignorant of
modern method except lecture method. It is Teaching aids and instrumental materials are
essential to motivate student towards
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learning and to capture the English content teachers conduct their English classes by
knowledge easily. But it was found that the using Bangla language. Although, they try to
teachers do not use any extra teaching aids make writing and reading practice, the ways
except chalk and duster to attract the of writing and reading practice is still
learners. questionable because they do not know the
proper way of practicing of these skills. It is
Continuous assessment system and giving
an alarming concern that many rural primary
feedback is essential to judge students’
school teachers cannot write a piece of text
achievement, weakness and emancipation of
of their own. They hardly listen to any
weakness in any subject. But it is found in
English TV program. They rarely read any
this research that most of the teachers
English newspaper or any book written in
neglect continuous assessment system and
English. While teaching, these teachers
show lethargy to give feedback which is also
think only of their students ‘easy way for
liable to lag behind in learning English.
cutting good figures in the examinations.
The main aim of English language teaching
Lack of adequate English teachers in the
at primary level is that the students will
schools is also a concerning matter for
understand simple instructions in English
which teachers of other subjects have to give
and carry them out. But there is no practice
the English classes but they do not have in
of listening activities in the class room.
depth knowledge in English. In both
Listening is an important skill of language
categories of Government and Non-
learning. Without listening practice of
Government primary schools, there are no
English language, perfect pronunciation and
sufficient English language teachers. Thus,
speaking style cannot be followed
English subject based teacher recruitment in
(Sadek,2002).But it is found that no schools
primary schools should be given as a prior
have any listening lab or listening
issue that can enhance the English language
instruments which is an unexpected scenario
learning at the primary level schools in
for learning English. It is found in this
Bangladesh.
research that most of the teachers rarely
practice speaking in the classroom while
they sometimes make reading and writing
practice. Besides, all the primary school
ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
List of Tables:
Statements Percentage
Studying English regularly in the classroom 55
Ways of capturing lesson 5
Speaking exercise in the classroom 8
Writing exercise in the classroom 10
Reading exercise in the classroom 18
Listening exercise in the classroom 00
Statements Percentage
Follow the instructions of teachers’ guide 30
Knowledge about the aims, objectives of English 18
Training participation for professional skill development 55
Training to teach English 22
Lesson plan preparation 32
Using of language in English class 6
Use of teaching aid and instrumental materials to teach English 6
ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
Statement Scale
Excellent Good Average Bellow Unable
Classroom management 2 10 38 40 10
Students’ motivation towards - - 32 60 8
Learners’ participation in - 5 10 85 -
Teachers’ in depth knowledge - 8 20 66 7
Classroom learning - - 28 72
Time management 5 21 34 26 16
Technique of evaluation 6 23 14 27 31
Ways of giving feedback 2 18 27 22 32