Obstacles in Instructing English at Village Elementary Schools in Bangladesh: A Study and Proposals

Abstract

Elementary education serves as the foundation for students' future endeavors. Each year, many students in rural Bangladesh fail public examinations, and those who pass often do so by rote memorization, lacking proficiency in the four key language skills required for competence in English. Primary education was chosen for this study as it is a crucial stage where teachers bear full responsibility for student learning. The primary objective of this research was to identify the obstacles in teaching and learning English at the elementary level in rural areas of Bangladesh. Data were gathered using two sets of questionnaires administered to both students and teachers to assess the state of English language education in these primary schools. Additionally, teacher interviews and classroom observations, guided by an observation checklist, were conducted to gain a comprehensive understanding of the current teaching practices. The findings reveal that the majority of rural students struggle with English due to several factors, including a shortage of skilled and trained teachers, inadequate teacher training, inappropriate teaching methods and materials, limited contact hours, large class sizes, and insufficient pedagogical knowledge. This paper also includes several recommendations based on the research findings to address these challenges effectively.