The Challenges of Teaching English in Tribal Areas of India

Abstract

This report makes an effort to raise concerns about the state of English instruction in India's rural and tribal institutions of higher education. Most rural schools and universities portray a deeply concerning image when it comes to the quality of English language instruction offered to their students. Important issues for effective English language instruction include teachers' own language skills, as well as their access to relevant information. The fact for students in rural areas is that they have it rough. They lack access to resources like language labs, audio-visual equipment, and the like, which are available to their metropolitan counterparts. Those living in rural areas tend to view the English language more as a subject than a language. It's one of their biggest challenges. The vast majority of students can only read English when it comes to exams. Actually, many students in rural areas have a fear of the English language, and many professors lack a linguistic perspective on their students' lives. Teachers are responsible for imparting linguistic skills to their students. Grammatical rules should be taught only after the language has been mastered. A language is more than a set of words that can be found in a dictionary. It also includes the norms and structures that link the many words we use. Humans use language to communicate. Language expresses thoughts, feelings, and emotions. This paper discusses the issues rural and tribal English teachers face.

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