Author: Hemanta Chakraborty
DOI Link: https://doi.org/10.70798/Bijmrd/02090026
ABSTRACT: Teaching and learning English as a Second Language (ESL) in secondary schools remain a significant challenge, particularly in semi-urban and rural contexts like Contai in Purba Medinipur district, West Bengal. This study investigates the major difficulties faced by both teachers and students in the ESL classroom at the secondary level. Using a mixed-method approach, data were collected from selected secondary schools through surveys, classroom observations, and interviews with teachers and students.
The findings reveal that learners often struggle with limited vocabulary, poor grammatical understanding, lack of confidence, and minimal exposure to English outside the classroom. Teachers, on the other hand, face constraints such as inadequate training in modern pedagogical techniques, large class sizes, limited teaching-learning resources, and an exam-oriented system that prioritizes rote learning over communicative competence. Additionally, socio-economic background and the dominance of the mother tongue significantly influence learners’ ability to acquire English effectively.
The study highlights the need for context-specific teaching strategies, integration of communicative language teaching methods, use of digital tools, and continuous professional development for teachers. It also emphasizes the importance of creating an English-rich environment to improve students’ language proficiency. The findings of this research may help policymakers, educators, and curriculum planners in designing more effective ESL teaching practices in similar contexts.
Keywords: English as a Second Language (ESL), Secondary Education, Teaching-Learning Challenges, Communicative Language Teaching (CLT), Rural and Semi-Urban Schools, Teacher Training, Language Proficiency, Purba Medinipur (Contai), Classroom Pedagogy, Educational Challenges.
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