ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES CHALLENGES OF TEACHING ENGLISH AT THE RURAL PRIMARY SCHOOLS IN BANGLADESH: SOME RECOMMENDATIONS

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.

Full text

ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
ISSN 2394-9392 (Online); DOI: 10.16962/EAPJSS/issn.2394-9392/2014; Volume 2 Issue 3 (2016)
www.elkjournals.com
………………………………………………………………………………………………………….
CHALLENGES OF TEACHING ENGLISH AT THE RURAL PRIMARY SCHOOLS IN
BANGLADESH: SOME RECOMMENDATIONS
Rashed Khan Milon
Lecturer , Department of English,
Port City International University , Chittagong ,
Bangladesh
ABSTRACT
Key words: English language, challenges, curriculum, CLT, rural primary level schools.
1. Introduction
In the National Education Policy- 2010, the
primary curriculum has been revised and
emphasis has been given on learning English
as an international language for
communicating locally and globally. The
English text books of this level have been
developed for the learners to attain four
language skills through meaningful and
enjoyable activities. Emphasis has been
given on listening and speaking skills as the
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.

ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
ISSN 2394-9392 (Online); DOI: 10.16962/EAPJSS/issn.2394-9392/2014; Volume 2 Issue 3 (2016)
foundation on which to develop reading and
writing skills.
The main purpose of using language is to
communicate one’s needs, necessities,
feelings, thoughts and ideas to others
(Banu,2009). Empirical studies indicate that
many of the primary graduates are failing to
learn language skills that they can use
effectively(Snow, Burns & Griffin, 1998;
Ahmed & Nath, 2005).To learn language,
comprehension strategies need to be more
explicitly discussed and individual
interpretation of texts need to be valued
inside the classroom (Nath and Hossain,
2005). Children need to learn different
reading strategies. For example, scanning,
skimming and locating information
throughout the text to solve different reading
problems. All learning experiences do not
necessarily lead to learning, unless
subsequent opportunities for reflection,
application, correlation and consolidation
are created (Shukla, 2008). In case of
English language teaching (ELT), several
methodologists (Littlewood,1981; Richards
and Rodgers, 1986; Tudor, 1993; Harmer,
2001) have suggested many potential roles
for a language teacher. Richards and
Rodgers (1986) consider teachers’ roles as
part of the ‘design’ component of a method,
pointing out that these are related to the
types of function teachers are expected to
fulfill, the degree of control the teacher has
over how learning takes place, the degree to
which is the teacher is responsible for
determining the content of what is taught,
and the interactional patterns that develop
between teachers and learners. Littlewood
(1981) conceptualizes the role of the
language teacher broadly as the “facilitator
of learning” in the context of
Communicative Language Teaching (CLT)
instead of the rather narrow concept of the
“teacher as instructor”. According to
Littlewood (1981), a teacher’s role as a
facilitator entails the sub-roles of an
“overseer” of student’s learning, a
“classroom manager”, a “consultant or
adviser” and sometimes, a “co-
communicator” with the learners. Harmer
(2001) looks at them “facilitator” in a much
broader way than Littlewood does, and
points out that the ultimate aim of all roles is
to facilitate the students’ progress in some
way or the other. He talks about using
certain “precise” terms for the roles that
teachers play in the classroom: controller,
organizer, assessor, prompter, participant,
resource, tutor and observer. Tudor(1993)
looks at the role of the teacher in the context
of the notion of the learner –centered

ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
ISSN 2394-9392 (Online); DOI: 10.16962/EAPJSS/issn.2394-9392/2014; Volume 2 Issue 3 (2016)
classroom, a kind of classroom in which the
focus is on the active involvement of the
learners in the learning process. Interactive
communication in collaborative learning
experiences help learners to develop their
thinking through language and develop their
language through thinking. Significant
changes have been experienced in the
communication dynamics of the world.
English as a lingua franca has a paramount
importance in equipping the students to take
up the challenges of the competitive survival
and growing globalization in developing
countries. This is high time we started to see
the future development of English as a
world language and took proper initiatives to
get learners to the global standard level. The
global distributions of English are often
described in terms of three contexts such as
English as a Native Language (ENL),
English as a Second Language(ESL) and
English as a Foreign Language(EFL).The
main objectives of teaching English in
primary level education in Bangladesh are to
enable students to understand simple
commands, requests and instructions in
English and carry them out. The students
can speak and converse in simple English
and also can read to comprehend the
textbooks set for their age group and level.
They also write words, simple sentences,
passages, paragraphs, informal letters and
numbers according to their age group and
level. Although NCTB prepared English
curriculum for the students of the primary
level schools to consider proper approaches
and methods, unfortunately the curriculum is
not applied accurately especially in the rural
areas. However, most of the students of the
rural primary schools are unable to attain the
primary English language competencies due
to prevailing challenges in our education
system.
1.1 Present situation of English language
in Bangladesh:
Necessity of teaching English was addressed
first time in the South Asian subcontinent in
Lord Macaulay’s Minute of 1835
(Krishnaswamy and Sriraman, 1995).
Macaulay in his Minutes expressed the
importance of education that would be given
to the natives through the medium of
English. He mentioned two objectives of
such education. The first was to create a
class of natives who despite their blood and
color through this education; would be
English in culture and be able to “interpret”
between the rulers and the subjects. The
second was to create a “demand” for the
European institutions. Clearly both the
objectives were designed to serve the

ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
ISSN 2394-9392 (Online); DOI: 10.16962/EAPJSS/issn.2394-9392/2014; Volume 2 Issue 3 (2016)
interest of the Masters, not of the Subjects.
When it published, he said, “It would be the
proudest day in English History”
(Sadek,2002). In Bangladesh, during the
Pakistan period, as a legacy for British rule,
English was a second language. The
educated or even fairly educated people had
to use English in offices, profession,
education and other purposes. However,
after the war of liberation in 1971, in
independent Bangladesh, the official status
of the English language changed to a foreign
language. Moreover, recently the EFL
situation in post liberation Bangladesh,
English has regained an important unofficial
status. There are about 90,000primary
schools in the country where approximately
17 million students are studying. Teacher
population is 264177 and teacher – student
ratio is 1:56. It is the highest ratio between
teacher and student among all levels of
education (Raju,2003).English is being used
in many government, semi- government and
private organizations along with Bangla. In
every level of education, there is a
curriculum. Curriculum means a set of
teaching materials that are taught in a school
or a program. English curriculum at primary
level of Bangladesh indicates the aim,
teaching methods and techniques, teaching
aids and evaluation system. To make
English study effective from the primary to
the tertiary level a lot of things like trained
teachers, communicative teaching materials,
financial, infra-structural and management
amenities are required. But, these things are
not available in the rural primary schools in
our country. Teaching – learning in the rural
areas is very pathetic. Here learning means
memorizing only grammatical rules and
textbook contents even without
understanding. But unfortunately, there is
discrimination between the urban and the
rural students’ learning in case of English.
The urban students have the easy access to
watch cable television, go cyber café and
read English newspapers. As a result they
have the easy opportunity to use English
outside their classroom. Besides, in some
urban schools, computer education has been
made mandatory from the very early of their
schooling. This helps them to learn and to
use English words and vocabulary. Their
proficiency level is much higher than that of
the rural students. It is notified in the public
examinations and in the interviews.
2. Research objectives:
The main aim of this study was to find out
the challenges of applying English
curriculum at primary level in rural schools
of Bangladesh. To investigate the

ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
ISSN 2394-9392 (Online); DOI: 10.16962/EAPJSS/issn.2394-9392/2014; Volume 2 Issue 3 (2016)
challenges, the specific objectives of this
study are-
1. To find out the present situation of
English teaching –learning methods
in primary rural schools of
Bangladesh.
2. To identify the challenges to apply
the English curriculum in primary
rural schools of Bangladesh.
3. To provide some recommendations
to emancipate from the challenges of
implementing the English curriculum
at the rural primary schools of
Bangladesh.
3. Methodology
The study was concerned to investigate the
present situation of English teaching-
learning processes in rural areas and to
identify the nature of the problems to
implement the English curriculum in
Bangladesh. It was designed in mixed
approach. Two sets of questionnaire
(teachers and students), observation
checklist were used to follow the
quantitative approach while interview was
conducted as the qualitative approach.
This research was conducted in the rural
area of Shahrasti Upazila under Chandpur
district, Bangladesh. There are 63 primary
schools in the Upazila. To select the sample
of schools, purposive sampling procedure
was used. 20 schools were selected for
collecting data. For selecting students, only
class III, IV and V were considered. Class I
and II were not considered as English is not
taught formally at these levels. 20 teachers,
one from each school and 200 students, 10
from each school were selected for data
collection. 20 selected English teachers from
each school, whose classes were observed,
were considered as respondents for data
collection through questionnaire; and other
10 English teachers, whose classes were not
observed, were selected for interviews to
find out in depth information. The
questionnaire for the students was included
mostly close ended and some open ended
questions. Another questionnaire was used
for the teachers whose classes were
observed to find out the present situation of
English teaching at primary level in rural
areas. 10 English teachers, whose classes
were not observed, were selected by
purposive sampling for interviews.
Interview was conducted to investigate the
teachers’ views about the challenges of
teaching-learning English Curriculum at
rural primary schools. Observation checklist
was used to find out classroom teaching-

ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
ISSN 2394-9392 (Online); DOI: 10.16962/EAPJSS/issn.2394-9392/2014; Volume 2 Issue 3 (2016)
learning conditions and procedures towards
English language learning.
4. Results and Discussion
(Refer table 1 here)
From all respondents, 55% consent that they
read English regularly whether 45% consent
that they do not read English regularly.
Among the respondents who do not read
English regularly, 86% believe that English
is very hard, 5% do not get interest in
English and 9% students think that teachers
do not make them understand precisely and
as a result they do not like to study English.
5% learn lessons understanding by
themselves, 5% learn in teacher’s class, 40%
learn by reading guide books, 50% learn
with the help of private tutors. Among the
all respondents, 8% consent that English
teachers make speaking exercise in the
classroom while 40% consent that English
teachers sometimes make speaking exercise
in the classroom and 52% admit that English
teachers rarely make speaking exercise in
the classroom. Most of the students claim
that teachers do not make regular writing
exercise in the classroom. Only 10% consent
that English teachers make writing exercise
regularly in the classroom while 60%
consent that English teachers sometimes
make writing exercise in the classroom
whether 30% think that English teachers
rarely make writing exercise in the class.
From all the respondents, 18% consent that
English teachers always make reading
exercise in the class whether 70% consent
that English teachers sometimes make
reading exercise and 12% think that English
teachers rarely make reading exercise in the
class. Unfortunately, all the learners claim
that no primary teacher make listening
practice in classroom.
(Refer table 2 here)
Among all the respondents, 30% teacher
consent that they sometimes follow the
teacher’s guide; whereas 70% teacher do not
follow teaching process instructed by the
teacher guide. 18% teacher consent that they
know the aims, objectives of primary level
whether 82% teacher do not know the aims,
objectives of primary level. 55%
participated in training for professional
development, whereas 45% did not take any
professional development training. 22%
teacher have taken training to teach English;
whether it is horrified that 78% teacher have
not taken any training to teach English. 32%
consent that they teach after making lesson
plan; whereas 68% consent that they do not
make lesson plan to teach. 60% teacher

ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
ISSN 2394-9392 (Online); DOI: 10.16962/EAPJSS/issn.2394-9392/2014; Volume 2 Issue 3 (2016)
consent that they give lesson in the class in
Bangla language, 6% consent that they take
class by using English and 34% consent that
they use both Bangla and English. 6%
teacher always use teaching aid to teach
English; whether 42% often use teaching
aids and 52% never use teaching aid to teach
English.
(Refer table 3 here)
From the observation of classroom, it was
found that 2% teachers are excellent in
terms of classroom management, 10%
teachers are good in terms of classroom
management, 38% are in average performer,
and 40% are in below average conditions;
whereas 10% are totally unable in terms of
classroom management.32% teachers are in
average condition in terms of students’
motivation towards learning which is
measured on the basis of using various ways
of giving motivation, 60% are in below
average means they try little bit to motivate
their students whereas 8% teachers do not
have any intension to teach students
perfectly and they do not try to motivate
students towards learning. 5% students are
good in terms of learner’s participation in
the classroom activities, 10% are in average
while 85% are in below average which focus
that students are inactive to the classroom as
a result they can’t learn properly. 8%
teachers have good depth knowledge of
subject matter, 20% have average in depth
knowledge and 66% are in below average
which focus that most of the teachers are not
good at English language as a result they
cannot teach properly. 28% school have
average classroom learning environment,
72% have below average classroom learning
environment. 5% teachers are excellent in
time management while 21% are good in
time management, 34% are in average in
time management, 26% are below average
in time management and 16% teachers do
not maintain any time schedule which affect
students’ learning. 6% teachers followed
excellent evaluation technique and 23% are
good in using technique of evaluation, 14%
are in average, 27% are in below average
and 31% are totally unable to use technique
of evaluation as a result they cannot evaluate
students’ learning. 2% teachers have
excellent feedback ability while 18% have
good feedback ability and 27% average skill
to give appropriate feedback, 22% are in
below average and 32% teachers have no
skills or do not give feedback to the
students’ learning.

ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
ISSN 2394-9392 (Online); DOI: 10.16962/EAPJSS/issn.2394-9392/2014; Volume 2 Issue 3 (2016)
4.1 Interview of teachers:
Ten English teachers, whose classes were
not observed, were selected for interviews.
Interview was taken to find out the depth
information about the rural primary school
education. Teachers’ responses have been
explained in qualitative approach.
English subject related training: Most of the
teachers consented that they did not take any
subject related training from the PTI except
one year Certificate in Education(C-in-ED)
training that is compulsory for all primary
school teachers.
Management of classroom: Most of the
teachers told that at first they call the
students’’ roll and then asked them to open
their books. Later they asked about their
homework and next they usually started
their teaching using the textbooks. They
tried to make students understand their
lessons. If any student raises any questions,
they tried to solve the problem and later they
give home work and leave the class. One of
the teachers from the ten said that at first he
tried to motivate the students and then
started his lesson by telling some related
stories. He tried to explain the English
lesson carefully and gave feedback.
Teaching aids: Most of the teachers consent
that they do not get any support for using
extra teaching support from the school,
government and non- government donor
agencies except blackboard, chalk and
duster. Besides, they are to take eight classes
on average and so, they do not feel any
interest to use extra teaching aids.
Contact hours: All of the teachers in this
study consent that they are given 35 to 40
minutes to complete their classes. As a result
they try to complete the syllabus in any way
by one academic year.
Implementation of teaching –learning
techniques mentioned in the curriculum: All
of the teachers in this study claim that they
cannot follow the mentioned teaching –
learning techniques in the curriculum due to
large number of students and the worse
learning environment.
Steps taken for the learners to be attentive in
the class: Most of the teachers admit that
they do not take any step for the students to
become active in the class. If anyone makes
noises, they try to stop. But two teachers
claim that they make students active by
using group work, pair work and throwing
questions. In such processes, they try to

ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
ISSN 2394-9392 (Online); DOI: 10.16962/EAPJSS/issn.2394-9392/2014; Volume 2 Issue 3 (2016)
make the learners active for effective
English language learning.
Steps taken for the weak and special
featured students in teaching: Most of the
teachers admit that they give priority to the
weak and special featured students. They try
to make them understand the subject matter
again. Two teachers claim that they
sometimes call their parents and tell them
about their duties to their children and
sometimes they go their home to motivate
them.
Steps taken for achieving the learning
objective: All of the teachers in this study
claim that they do not have apparent idea
about the learning objectives and they do not
have any skills to measure the learning
objectives achieved or not.
Problems for implementing English
curriculum in school: All of the teachers
claim that there are many problems to
implement English curriculum such as high
student – teacher ratio, small class size,
insufficient teaching aids, lack of subject
based training, unavailability of teacher
guide, scarcity of language lab, proper
physical facilities such as school building,
classroom size, electricity supply, library
and books availability hygienic toilet etc. are
also liable for learning environment.
Suggestions to overcome English curriculum
implementation problems: All the
interviews consent that to face these
problems government should take proper
steps such as recruit more teachers in
primary schools to reduce teacher – student
ratio, to increase contact hours, to provide
more teaching aids, subject based training
and to assure the supply of teacher guide in
time. They also suggest that various NGOs
can also help to solve those problems.
5. Findings and discussions
To be skilled in a language especially the
language which is not mother tongue is
needed regular practice (Sadek, 2002). In
this study it is found that English seems to
be a terrifying subject to the rural students
though they try their utmost to read English
regularly. In Bangladesh, most of the
primary schools are located in rural areas.
Being majority in number, these schools are
deprived of modern amenities for learning.
As a result, it directly hampers students’
English learning and it is the cause of
students’ menace in English. English seems
to be obscure language to the rural students
because teachers do not use any jovial

ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
ISSN 2394-9392 (Online); DOI: 10.16962/EAPJSS/issn.2394-9392/2014; Volume 2 Issue 3 (2016)
learning strategy. For this reason, most of
the rural students can not make good result
in English.
It is found that all school authorities are
callous in English language learning. Most
of the teachers complain that they do not get
any help especially in teaching-learning
materials from the school authority which is
responsible for weak teaching. The school
authorities are always busy to get money for
themselves without considering the welfare
of the school. Actually it is one of the main
challenges for which teachers cannot use
effective methodology in class room and
that is liable to poor proficiency in English
language in rural areas.
It is found that most of the teachers do not
have any training in English which is
essential for the development of their
professional skill. Trained teachers are
reluctant to use their training as they are
rarely supervised. Although primary
teachers are expected to teach English as a
compulsory subject from class one, there is
no ELT provision in PTIs (Primary Training
Institute). As a result, they do not know
how to teach English effectively. It is found
that most of the teachers are ignorant of
modern method except lecture method. It is
a pressing matter and so, English turns out
to be dull and hard subject to the learners.
Teachers’ guide is an important
instrumental material which helps to follow
proper teaching instructions. But in this
study, most of the teachers complain that
they do not have teachers’ guide though
some teachers heard about the guide. As a
result, they are unable to conduct English
class fruitfully.
Curriculum is the heart of education system
which indicates the education aim,
objectives and learning outcomes. It helps
teachers to conduct their teaching in
classroom. But this research found that most
of the teachers are not aware of the
curriculum. So, it is one of the main
obstacles for implementing curriculum. For
this lacking of curriculum knowledge, the
learners may be affected in English language
proficiency.
Lesson plan is the preparatory teaching-
learning materials which facilitate teachers
to conduct classes effectively. But it is found
in this research that the teachers are to take
eight classes on average per day as a result
they cannot make any lesson plan.
Teaching aids and instrumental materials are
essential to motivate student towards

ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
ISSN 2394-9392 (Online); DOI: 10.16962/EAPJSS/issn.2394-9392/2014; Volume 2 Issue 3 (2016)
learning and to capture the English content
knowledge easily. But it was found that the
teachers do not use any extra teaching aids
except chalk and duster to attract the
learners.
Continuous assessment system and giving
feedback is essential to judge students’
achievement, weakness and emancipation of
weakness in any subject. But it is found in
this research that most of the teachers
neglect continuous assessment system and
show lethargy to give feedback which is also
liable to lag behind in learning English.
The main aim of English language teaching
at primary level is that the students will
understand simple instructions in English
and carry them out. But there is no practice
of listening activities in the class room.
Listening is an important skill of language
learning. Without listening practice of
English language, perfect pronunciation and
speaking style cannot be followed
(Sadek,2002).But it is found that no schools
have any listening lab or listening
instruments which is an unexpected scenario
for learning English. It is found in this
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
teachers conduct their English classes by
using Bangla language. Although, they try to
make writing and reading practice, the ways
of writing and reading practice is still
questionable because they do not know the
proper way of practicing of these skills. It is
an alarming concern that many rural primary
school teachers cannot write a piece of text
of their own. They hardly listen to any
English TV program. They rarely read any
English newspaper or any book written in
English. While teaching, these teachers
think only of their students ‘easy way for
cutting good figures in the examinations.
Lack of adequate English teachers in the
schools is also a concerning matter for
which teachers of other subjects have to give
the English classes but they do not have in
depth knowledge in English. In both
categories of Government and Non-
Government primary schools, there are no
sufficient English language teachers. Thus,
English subject based teacher recruitment in
primary schools should be given as a prior
issue that can enhance the English language
learning at the primary level schools in
Bangladesh.

ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
ISSN 2394-9392 (Online); DOI: 10.16962/EAPJSS/issn.2394-9392/2014; Volume 2 Issue 3 (2016)
6. Recommendations
1. More English teachers should be
recruited.
2. Duration of the class should be
increased.
3. Large classes should be divided into
several sections with less than 30
students.
4. More training on Communicative
Language Teaching approach should
be arranged for the teachers.
5. More teaching aids especially audio-
visual materials should be provided
in the classroom
6. Teachers should be trained under
PLTP programme on an urgent basis.
7. Speaking and listening activities
should be emphasized more.
8. Test of speaking and listening skill
should be included in the exams.
9. The teachers must assess the mood
of the pupils. The time of the day
influences the mood of the pupils.
For example, early in the morning
their concentration and interest is
high compared to the time before the
interval. Most of the students don’t
take their breakfast before going to
school. Early morning period is
recommendable for a full force
lesson but before interval and before
class dismiss it is advisable to have a
light lesson not concentrating too
much of drilling.
10. Response from the students during
the lesson is important and it should
be administered professionally.
11. To encourage the students to speak
English, the teachers must use
translation method. To apply
translation method, the teachers have
to give the learners a language chart
in which the rule of preparing
sentence would be given. For
example, a chart for basic use as
going to the toilet, classroom,
meeting a teacher, Greetings such as
good morning/ afternoon/night, may
I borrow and so on. These structures
must have to drill and hung in the
classroom for the learners to
remember and use when it is needed.
12. Remedial classes have to make
compulsory for the weaker students
and they aren’t charged for
remaining absent in the class.
13. The teachers can encourage the
students to recite poem and they can
arrange poetry recital competitions at
the end of every month. Besides,
other English language competition

ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
ISSN 2394-9392 (Online); DOI: 10.16962/EAPJSS/issn.2394-9392/2014; Volume 2 Issue 3 (2016)
will have to be carried out
throughout the year.
14. The teachers have to stimulate the
learners by passing an interesting
problem.
7. Conclusion
The Bangladesh Government has
taken various steps such as
Compulsory Primary Education, Zila
Prathamik Shiksha etc. for the
improvement of the rural people of
Bangladesh. To cope up with the
needs of the learners, National
Education Policy-2010 has been
passed. The progress should be
noticed by a project and research
should be done. This study aimed at
identifying some challenges in
teaching-learning English at primary
level in rural areas of Bangladesh
and the study revealed that teachers’
inadequate knowledge on pedagogy,
higher student-teacher ratio, class
size, limited contact hours, lack of
proper teachers’ training, lack of
quality teachers, unavailability of
language skills learning tools are the
most problematic factors. Measures
such as recruiting high qualified and
subject specialist teacher, providing
adequate training for their
professional development, increasing
salary level so that they can respect
their own jobs, providing sufficient
teaching aids for learning language
skills, wide-ranging awareness
programmes, changes in the learning
methods and techniques, making
classroom activities more
experimental and enjoyable for the
children and of course upgrading the
school infrastructure are required for
the solution of these problems. Here
we would like to encourage other
researchers to do a comparative
study about urban and rural students’
competency in English language and
find out the solutions to overcome
the thwarts of English language
learning. As English is a global
language, we cannot expect
development by keeping the
problems alive. It can be affirmed
that the addressed issues will ensure
a congenial teaching environment at
the rural primary level schools in
Bangladesh.

ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
ISSN 2394-9392 (Online); DOI: 10.16962/EAPJSS/issn.2394-9392/2014; Volume 2 Issue 3 (2016)
8. References
1. Ahmed, M. &Nath, S. R.
(2005).Quality with Equity: The
Primary Education Agenda.
Dhaka:Campaign for Popular
Education.
2. Banu, L. F. A. (2009). Problems and
Misconceptions Facing the Primary
Language Education in Bangladesh:
An Analysis of Curricular and
Pedagogic Practices. BRAC
University Journal. Institute of
Educational Development, BRAC
University (IED – BU).1: 1-10.
3. Bhattacharya, R. (2015). Difficulties
in Teaching English at the Primary
level in Bangladesh: Some
Recommendations. Bangladesh
Research Publications Journal. May
2015. Vol.11, Issue:2, pp:149-153.
4. Harmer, J. (2001).The practice of
English language teaching.3rd ed.
Longman. London.
5. Hossain, Nessa. &Kafi.(2015).
Challenges of Teaching English
Language at the Primary Level
Schools in Bangladesh. Banglavision
Research Journal. April 2015.
Vol.15, No.1
6. Krishnaswamy, N. &Sriraman, T.
(1995). English Teaching in India.
Madras: T. R. Publications.
7. Littlewood, W.
(1981).Communicative Language
Teaching: An Introduction.
Cambridge University Press.
Cambridge. 92 pp.
8. National Curriculum and Textbook
Board (2006).Compulsory
curriculum (primary
education).Retrieved January 23,
2012, from
www.bangladeshdir.com/.../national_
curriculum_and_textbook_board_nct
b_.html
9. Raju, A. M. (2003). Present
Condition of Primary Education in
Bangladesh. Unpublished Master’s
Thesis, IER, University of Dhaka.
Richards, J. C. & Rodgers, T. (1986).
Approaches and methods in
language teaching: A description
and analysis. Cambridge University
Press. Cambridge. 24 pp.
10. Sadek, M. A. (2002). The Problems
of English Language Teaching at
Primary Level in Rural School of
Bangladesh.Unpublished Master’s
Thesis, IER, University of Dhaka.

ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
ISSN 2394-9392 (Online); DOI: 10.16962/EAPJSS/issn.2394-9392/2014; Volume 2 Issue 3 (2016)
11. Salahuddin, Khan. & Rahman
(2013).Challenges of Implementing
English Curriculum at Rural
Primary Schools of Bangladesh.The
International Journal of Social
Sciences. 30th January 2013. Vol.7
No.
12. Snow, C.E., Burns, M.S., & Griffin,
P. (Eds).(1998). Preventing reading
difficulties in young
children.Washington DC: National
Academy Press.
13. Tudor, I. (1993). Teacher roles in
the learner-centeed classroom.
ELT Journal.47(1):22-3
10.1093/elt/47.1.22

ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
ISSN 2394-9392 (Online); DOI: 10.16962/EAPJSS/issn.2394-9392/2014; Volume 2 Issue 3 (2016)
List of Tables:
Table-1: Basic facts from students’ interviews
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
Table-2: Results from teachers’ interviews
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
ISSN 2394-9392 (Online); DOI: 10.16962/EAPJSS/issn.2394-9392/2014; Volume 2 Issue 3 (2016)
Table-3: Classroom observation checklist
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