LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 24:6 June 2024
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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‘We Learn English’ Programme: An Intervention to Improve
English Language Teaching

Nileshkumar Munjaji Panchal (PhD Scholar) and
Dr. Rohidas Nitonde (Research Supervisor)

Abstract

In this paper, we will discuss various difficulties faced in English language teaching and learning in rural settings. Moreover, we will explore the implications of implementing a program named We Learn English, an initiative by the education department of Zilla Parishad Parbhani. This programme is a course developed by teachers and students to improve English-speaking skills among the students in primary schools in rural settings. The medium of instruction and its design make it more effective and valuable.

Keywords: English language teaching, difficult circumstances, English language, possible interventions, speaking skills.

1. Introduction

The English language has been increasing in importance for many decades. The gradual advancement in technology has given it a boost. Learning English is a tool for becoming a global citizen, facing challenges, and grabbing opportunities.

Hence, policymakers focus more on English language teaching and learning. For this, different programs and initiatives have been designed and implemented in different states. The Maharashtra government announced English as a compulsory subject from grade one, which shows the importance of the English language in school curricula.

English language is taught as a foreign language in schools in India. Learning a foreign or second language needs more effort and attention compared to the mother tongue. In addition to this, India is a multilingual and multicultural country, which affects language learning. The school settings can be divided broadly into two categories: 1. Urban and 2. Rural. Considering infrastructure as one of the crucial parts of teaching and learning, schools in rural settings face difficult circumstances when learning the English language compared to urban ones.

2. Objective

The main objective of the current study is:

1. To discuss the difficulties faced in rural areas while teaching and learning English.
2. To discuss the ‘We Learn English’ programme as an intervention in ELT.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Nileshkumar Munjaji Panchal (PhD Scholar)
nkumarpanchal@gmail.com

Dr. Rohidas Nitonde (Research Supervisor)
Professor, PG Department of English
MSP Mandal's Shri Shivaji College, Parbhani
Maharashtra 431401, India and
Chairman, BoS in English
Swami Ramanand Teerth Marathwada University, Nanded (MS)
rsnitonde@gmail.com
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