Strength for Today and Bright Hope for Tomorrow

Volume 10 : 5 May 2010
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         K. Karunakaran, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.



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Challenges Encountered by Teachers in Rural Areas and
Strategies to Triumph Over

P. Padmini. M.A., M.Phil., Ph.D.
M. Anbukkani, M.A., M.Phil. Candidate

Length of Study Should Help, But Here …

Even after years of learning English at school, many students fail to learn the language. They are unable to communicate freely in the language.

After six years of learning English as a subject at school and three years of compulsory English at college, our average Undergraduate cannot speak a correct sentence in English, Write hi, Curriculum Vitae, or even read an English Daily. There is no exaggeration. Complaints such as these are voiced all over the country. Parents, teachers, examiners and employers complain our learner's poor achievement in English (S. C. Sood, 1995: 167).

When they enter college most of the students do not perform well. Even after a decade of learning English in schools students are not able to use it appropriately to meet their needs. They fail to use the language effectively in day to day communication.

This problem is very acute with the students who come from the rural parts. We also notice that English language teachers in rural areas face many problems and come across a variety challenges that hinder effective teaching and learning of English as a second language. We need to continuously identify these problems and challenges, analyze these in order to remedial steps.

Negative Attitude

Negative attitude toward learning and using English is still prevalent in the rural regions of India. A part of the reason is historical - earlier generations were subjects under the British rule, only some classes of people, a very small number, indeed, learned English with enthusiasm and occupied position of influence authority in British India. We are now a free nation for over 60 years, and yet English has not yet penetrated into our rural parts and the families of first generation learners. However, there certainly is some dramatic change in the last decade. English now enjoys a pre-eminent place in the Western world and those who seek who seek personal and social prosperity, have softened their attitude toward the English language which in the past was viewed with fear suspicion as a symbol of servitude. Unfortunately, this dynamic change and transition have not yet led to change in teaching and learning strategies in the rural parts.

The attitude of the rural students can neither be called completely negative nor completely positive. Their attitude is paradoxical. They like English and, in this sense, their attitude is positive. However, they find English very difficult. They believe that English is too difficult a language for them to learn.

Their own attitude towards their ability and capacity is also negative. This negative attitude along with their attitude towards their English language teachers, whom they are afraid of as symbol of authority, de-motivates them.

Their negative attitude is stronger than their positive attitude and obviously it is a great challenge for the teacher to break off the negative attitude of the students and teach the language effectively.

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

Interference of Mappila Dialect in the Standard Malayalam Language - with special reference to the writing performance of Primary School Children | Effect of Environmental Education to School Children Through Animation Based Educational Video | Women as Victors of the Social Milieu in Amy Tan's China | A Comparative Study of the Language Learning Strategies Used by the Students of Formal and Non-Formal Systems of Education in Pakistan | New Vistas in Comparative Studies | Comparative Analysis of MA English Results under Annual and Semester system: Quality Assurance in Pakistan | A Virtual Learning Environment in an ESL Classroom in a Technical University in India | When a School Becomes a Pool - What Can We Do to Make Language Learning Interesting to Yemeni Students | Does Number Affect English Pronunciation? | Shashi Tharoor: Transmuting Historical and Mythical Material into Literary Ideas | The Impact of Working Memory on Text Composition in Hearing Impaired Adults | A Study of the ELT Teachers' Perception of Teaching Language through Literature at the Higher Secondary School and Degree Levels in Pakistani Milieu | Some Aspects of Teaching-Learning English as a Second Language | Challenges Encountered by Teachers in Rural Areas and Strategies to Triumph Over | Variation of Voice Onset Time (VOT) in Kannada Language | A Comparative Study on the Efficacy of Two Different Clinical Language Intervention Procedures | Dilemma of Usage and Transmission - A Sociolinguistic Investigation of Dhundi-Pahari in Pakistan | Teaching Beyond the Regular Curriculum | Claustrophobia in Anita Desai's Cry, The Peacock - "From Defeat to Disaster" | Code Mixing and Code Switching in Tamil Proverbs | A Phonetic and Phonological Study of the Consonants of English and Arabic | HOME PAGE of May 2010 Issue | HOME PAGE | CONTACT EDITOR

P. Padmini, M.A., M.Phil., Ph.D.
Department of English
The Madura College (Autonomous)
Madurai- 625 011
Tamilnadu, India

M. Anbukkani. M.A., M.Phil. Candidate
Department of English
The Madura College (Autonomous)
Madurai- 625 011
Tamilnadu, India

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