Survey highlights poor quality of English learning in government English-medium schools

Class 7 students studying in government English medium schools are unable to narrate a short story in English. They face difficulty in understanding the meaning of the text they read, and struggle to form sentences and hold a conversation. These were among the revelations of a study conducted by the Kannada Development Authority (KDA) on the quality of English language learning by children in English-medium government schools in the State.

The survey by KDA, done in collaboration with Deena Bandhu Trust of Chamarajanagar district, looked at the academic progress of 201 students currently studying in 20 schools that started English medium education in 2019-20.

The assessment of English language learning is based on the four main language skills of listening, speaking, reading and writing. The assessment activities include oral communication, reading a poem, describing a picture, listening, comprehension, reading, vocabulary use, contextual grammar and writing.

Limited association

The survey noted that English does not have the rich linguistic environment that Kannada has. Particularly in rural areas, children do not hear English words outside the classroom. As a result, children do not have opportunities to engage in listening, responding and speaking. Homework is done mechanically. “Due to these limitations, children have only acquired the skill of giving one-word answers, but do not compose independent sentences,” the report stated.

The children lack confidence when speaking as they do not get the benefit of daily conversation, the survey report noted.

Writing and limited vocabulary

Students find it difficult to identify common objects in a picture and express them in written form. They read texts, but fail to understand what they read. Children are incapable of contextual understanding, said the report.

They also find it very difficult to construct meaningful sentences using pronouns, adjectives and relational words. This is because grammar is taught in an isolated form in the classroom rather than through contextual use.

“Language learning cannot succeed by simply changing the medium of instruction. This study makes it clear that providing education in the mother tongue is the best model,” said Purushottama Bilimale, chairman of KDA. A strong foundation in the mother tongue develops a child’s understanding, social consciousness and self-confidence, added Mr. Bilimale.

Key Recommendations:

Strengthen Kannada as medium in foundational years till class 5.

Introduce English as a Second Language in a phased approach.

Reform language pedagogy of both Kannada and English.

Strengthen teacher evaluation and academic support.

Enhance Role of Department of State Educational Research and Training.