Problems of Teaching English

As a Second Language in India

When fear speaks louder than fluency, learning takes a back seat!

English is considered a global language and plays a vital role in education, communication, and career development. In India, English is taught as a second language in most schools and colleges. However, the teaching and learning of English face several problems which hinder the progress of students. Some of the problems are:

Psychological Problems

Students often hesitate to speak in English because they fear being laughed at or corrected harshly by teachers or peers. This fear blocks their confidence and limits their willingness to participate. Additionally, it is a widespread misunderstanding among students that English is the most difficult of all subjects. Children are often discouraged by their parents and teachers, who warn them that English is a very difficult language. The poor results and the large number of failures in examinations further strengthen this belief. As a result, most students look at this subject with a prejudiced mind and carry this fear throughout the year. This psychological pressure often leads to poor performance in their examinations.

Learning Methods

It is well-known that the natural method of learning any language is to listen first, then speak, followed by reading, and finally writing. However, in many government schools of India, teachers adopt the reverse method. They focus more on reading and writing without giving enough importance to listening and speaking skills. This is one of the major reasons for the declining standards of teaching English, as students fail to develop communication skills effectively.

Teachers must understand the difference between teaching literature and teaching language skills. The study of language skills is not an end in itself; rather, it is a means to develop one’s power of expression and comprehension. These skills cannot be achieved merely by mastering the stylistic elements of the language. Language learning focuses on communication, while literature focuses on content, theme, and literary appreciation.

Translation Method

The translation method is widely used in several areas. It helps learners understand the content of the text, but it prevents them from learning the language effectively. The main purpose of teaching a language is to develop communication skills, but in this method, teaching of content and theme is given more importance than the language itself. Therefore, the translation method becomes a major problem in learning English.

Mother Tongue Interference

Most problems in learning English arise due to interference from the mother tongue. Students are very fluent in speaking their own mother tongue, but they lose the purity of the English language while speaking. Sometimes, they mix English words with their mother tongue in the same sentence. They forget that every language has its own rules of stress, intonation, and pronunciation.

Variations in English Language

English is a global language and has various forms, such as American English, British English, Australian English, etc. English pronunciation and usage vary from one region to another. Every part of the world where English is spoken has a different accent. The difference between American English, British English, and other varieties often creates confusion among learners.

Lack of Practice in Learning English

One of the major problems in teaching and learning English as a second language is the lack of practice. Language is a skill-based subject, and like any other skill, it requires continuous practice for mastery. The four essential skills of language learning — Listening, Speaking, Reading, and Writing — cannot be developed without regular use and exposure.

Unfortunately, in many schools, especially in rural and government institutions, students do not get enough opportunities to practice English in their daily life. English is limited only to the classroom, and that too for a short period during the “English period.” Outside the classroom, students mostly communicate in their mother tongue, and other subjects are also taught in the regional language.

Moreover, the absence of a language-rich environment — such as lack of English conversations, absence of English reading materials, and unavailability of audio-visual aids — makes it difficult for students to improve their language skills. Without practice in speaking and listening, students lose confidence in using English and often develop hesitation and fear of making mistakes.

Lack of Interest

Most students are forced or compelled by their parents, elders, or teachers to take English as a main subject. Learning English, under compulsion, has become a burden for many students rather than an interesting activity.

Students focus only on passing their examinations rather than learning the language as a tool for communication. They do not care about developing language skills but only concentrate on scoring marks in the exams.

Crowded Classes

Crowded classes are one of the major problems in teaching English in India. The size of the classes is considerably large in most schools and colleges, which makes the smooth teaching of English difficult. The participation of students in classroom activities becomes almost impossible due to the large number of students.

The teacher-student ratio is not proportionate, making it difficult for teachers to give individual attention to every student. Although tutorial classes are provided for individual guidance, the number of students in these classes is also very large. Most educational institutions neither have enough classrooms nor enough teachers to conduct effective teaching of English.

Lack of Motivation

India is a multi-lingual country, where students do not feel the need to learn English at the initial stages of education. As a result, they lose interest and attraction toward learning English. Their family environment, economic conditions, and social background contribute to their negligence of the language. Students do not get the required motivation either from home or from the school to develop their English language skills.

Malpractice in Examinations

Another important factor responsible for the declining standard of English learning is malpractice during examinations. The pattern of question-setting is often predictable. Students prepare only the expected questions and memorize the answers without understanding the language properly. Teachers also focus on teaching only those topics that are important from an examination point of view. Thus, cheating and malpractice during exams have become common, which further hinders the proper learning of English.

Government Policy

Government policy in India plays a crucial role in shaping the quality of English language education. However, there has been a lack of consistent and effective policies to promote English as a second language, especially in rural and semi-urban areas. In many government schools, English is introduced late in the curriculum, and often there is a shortage of trained English teachers and proper teaching resources.

Moreover, the medium of instruction for most subjects continues to be the regional language, which limits students’ exposure to English. Although efforts have been made through various schemes to improve English education, the implementation at the ground level remains weak. Without strong policy support, adequate funding, teacher training, and monitoring, the teaching and learning of English cannot improve effectively.

Discover how learners acquire English through simultaneous and sequential second language learning—read this article to explore their impact on effective ELT practices.

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