Problems faced by English Language Teachers while Teaching Students

with Rural Background

Submitted To:Mr. Izhar-ul-Haq

At: Allama Iqbal Open University, Raza Block Campus

By Uzma Ambreen Chaudry

Diploma TEFL 5655Roll No. AD 526620

AIOULahore

NOV-2010

ABSTRACT

This research paper will explore the problems being

faced by teachers, at secondary level , while teaching

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the students from rural background. First an overview of

the dire situations and the old dated fashion of the

teaching methods is discussed as the researcher

believed that the problems these teachers were facing

while teaching such students was also because at some

level the teachers are also responsible for the poor

conditions of students with rural background.

A review of available research material is also included,

and a number of factors and reasons contributing to the

prevailing norms and practices, the subsequent standing

of the learner with respect to second language is also

discussed. The problems resulting from these factors

and practices, for teachers as well as the students, in

particular classrooms are carefully highlighted. The

paper concludes with skillfully analyzed facts and

figures and some remedies are also suggested

INTRODUCTION

This Research assignment is hereby submitted to the respected

Teacher Sir. Izhar-ul-Haq to fulfill partial requirement of the

course “ Psycholinguistics & Language Teaching

Methodology”, code # 5655, TEFL, at Allama Iqbal Open

University, Reza Block Campus, Lahore.

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The Researcher is a student and ‘has completed this

assignment with best of efforts, zeal and passion by utilizing

proven Research tools and techniques to get accurate

information and draw out the conclusion with the help of which

the real problem can truly be encircled and Recommendations

be given.

This paper discusses the problem regarding teaching English

language. English should be taught in English not in Urdu or

other languages.

This paper encircles the problems of teaching English in

Pakistan, the causes, effects, advantages and disadvantages of

the style of teaching. The data was collected from eminent

teachers and focused students who belong to the circle of

teaching and learning. The Researcher has tried his level best

to collect the data with in the close proximity of methodology of

teaching with respect to the analysis.

Limitations of the study

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There are however certain limitations of the study, the

study includes only a certain number of English

teachers as specified in the course requirements, and

those of a certain area of Lahore city. Convenient

sample was taken keeping in view the time limitations

and specified length of the course project.

It can thus be said that even more specific problems

could be found out and analyzed if the study could be

carried on, at a higher level.

Importance of English as a Language:

It so happens that, in the life of Nations, language plays

pivotal role in establishment of social and cultural values.

People come across one another and share their inner

selves in the very right perspective of a common

language. It can be said that a language acts as a carrier

in the life of Nations, a recognition, a realization and

finally a benchmark which carries forward the literature,

inventions, innovations, cultural values and civilization of

a Nation.

This paper is a discourse regarding English Language

which is the most important and focused language across

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the globe and Pakistan is no exception. The geographical

distribution of Pakistan encircles around different regional

languages as Mother tongue in these regions but when

we talk of a common language then Urdu and English

pop up. Most of the people who belong to different

regions come across and talk to one another in Urdu, on

the other hand the academic, official, corporate, Research

and other areas extend the same demand for English and

it is used as the first official language across Pakistan.

Since 1947 till date, we have had placed our best efforts

to be home with English but the more we go further the

less we gain. It is a fact that the impression of British

rulers was the main cause in determining the place of

English in our official and other courses but it is even a

fact that the notion of a common language is as

necessary at global level as within a country among

different regions.

The world needs a common language which can act as a

medium of communication when two people of different

nations, regions communicate together. It is not decided

on an International forum but the nature and structure of

a language paves the way towards it acceptability as a

global language. English has its roots, sound roots, rich

heritage of prolific writing pieces and a very strong

backing of intellectual paraphernalia which helps it in

growing further and farther.

The Problem:

In Pakistan, the language and teaching policy had always

been so controversial that it was made and left in

isolation without any impact and usage. The weakness in

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English is our Nation’s dilemma but even after crossing

the landmark of half a century we have been trying our

level best to cope with it without having any concrete

pavements or intellectual back ups. There are lot of

hookups and barricade, we use English as a Medium of

Instruction, we have taught and are teaching it as a

subject but not as a distinct language. Our students are

being pushed to study Physics, Chemistry and

Mathematics in English but English in their Mother tongue.

The problems aggravates when it comes to the students

of rural background who have not at all been exposed to

the English language. and till today ,in rural areas,

teachers are teaching English in their mother tongue and

what makes it worse is that sometimes they are taught

English in their regional languages i.e, Sindhi, Punjabi,

Pashto, Seraiki. Students from such areas can create a big

number of problems for the teachers who are teaching

them on a higher level as well as for the fellow students.

The result of this very approach is formidable and futile as

it appears as a considerable handicap when student

enters the professional life and start his/her career.

The lasting effect of this problem has done immense harm

to generations and the responsibility goes to the

authorities and teachers who make policies and teach the

poor students. The teaching method is decades old and

no change has so far been made into it and it seems that

they are not willing to have any change in it and ‘are still

trying to pack the rack in same old fashion.

It is not the case that now; we know the problem so that

we are in a position to resolve it. The severity of this

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problem is so intense that even if we want, we can’t

implement the discussed and decided solution as the

human resource is not available to get the job done. The

entire system of education needs immediate and

revolutionary change and we need to train the teachers

so that they may understand the need for the change and

accept it all willingly.

Review of Related Literature:

1) Some Common Language Teaching Methods:

Teaching of English Language has had been a subject of

common interest at global level and many schools of

thoughts are busy in proclaiming the pros and cons of

different teaching methods. There are many verities of

English teaching as a foreign language but the form we

have adopted in Pakistan is plain and simple and that is

Grammar-Translation method. This method seems useful

in its own context [reading and writing] but it does not

cover the language as a whole and leaves students under

a great deal of stress regarding colloquial usage of the

language.

The concept is very clear that we are trying to teach

spoken English through written roles and regulations and

owing to this very problem, students get confused and

they try to pronounce a word as it is written.

In the very context of this approach which can be defined

as providing strong structural base to the students of

English language, the method is uni-dimensional and

teacher oriented. San Diego State University referes this

method as:

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“The Grammar-Translation Approach

This approach was historically used in teaching Greek and

Latin. The approach was generalized to teaching modern

languages.

Classes are taught in the students' mother tongue, with

little active use of the target language. Vocabulary is

taught in the form of isolated word lists. Elaborate

explanations of grammar are always provided. Grammar

instruction provides the rules for putting words together;

instruction often focuses on the form and inflection of

words. Reading of difficult texts is begun early in the

course of study. Little attention is paid to the content of

texts, which are treated as exercises in grammatical

analysis. Often the only drills are exercises in translating

disconnected sentences from the target language into the

mother tongue, and vice versa. Little or no attention is

given to pronunciation.” [2]

[2] ELT Journal, San Diago State University, San diago

University press, January 2007 Volume XXV, Page

125, Para 3

It can be noticed that Grammar Translation method

covers one side of the language and does not provide any

room for pronunciation learning. In contrast to the

Grammar Translation Method another very useful method

is Direct Method, the focus of which is to teach English

in English, The linguistic department of Oklahoma State

University refers this method in an article as

“The Direct Approach”

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This approach was developed initially as a reaction to the

grammar-translation approach in an attempt to integrate

more use of the target language in instruction.

Lessons begin with a dialogue using a modern

conversational style in the target language. Material is

first presented orally with actions or pictures. The mother

tongue is NEVER, NEVER used. There is no translation.

The preferred type of exercise is a series of questions in

the target language based on the dialogue or an

anecdotal narrative. Questions are answered in the target

language. Grammar is taught inductively--rules are

generalized from the practice and experience with the

target language. Verbs are used first and systematically

conjugated only much later after some oral mastery of

the target language. Advanced students read literature

for comprehension and pleasure. Literary texts are not

analyzed grammatically. The culture associated with the

target language is also taught inductively. Culture is

considered an important aspect of learning the

language.” [3]

[3] Journal of Faculty Arts & Literature, Oklahoma State

University, Oklahoma University Press, February 2007,

Volume XXXI, Page 96

In fact the direct approach requires a teacher to act more

like a facilitator and this method provides ample chances

to the students to come up with best of their intellectual

ability. They try their utmost best to come up with the

inner capabilities in order to learn the target language

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and from the very first day they are trained to start

thinking in that language.

Another method which is widely used round the globe is

Audio Lingual method, Oxford University, department of

linguistics advocates the importance of this method in

following words as:

”The Audio-lingual Method”

This method is based on the principles of behavior

psychology. It adapted many of the principles and

procedures of the Direct Method, in part as a reaction to

the lack of speaking skills of the Reading Approach.

New material is presented in the form of a dialogue.

Based on the principle that language learning is habit

formation, the method fosters dependence on mimicry,

memorization of set phrases and over-learning. Structures

are sequenced and taught one at a time. Structural

patterns are taught using repetitive drills. Little or no

grammatical explanations are provided; grammar is

taught inductively. Skills are sequenced. Listening,

speaking, reading and writing are developed in order.

Vocabulary is strictly limited and learned in context.

Another useful approach is called

“Communicative Approach” or Communicative

language teaching, it makes use of real-life situations that

necessitate communication. The teacher sets up a

situation that students are likely to encounter in real life.

Unlike the audiolingual method of language teaching,

which relies on repetition and drills, the communicative

approach can leave students in suspense as to the

outcome of a class exercise, which will vary according to

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their reactions and responses. The real-life simulations

change from day to day. Students' motivation to learn

comes from their desire to communicate in meaningful

ways about meaningful topics.

Margie S. Berns, an expert in the field of communicative

language teaching, writes in explaining Firth's view that

"language is interaction; it is interpersonal activity and

has a clear relationship with society. In this light,

language study has to look at the use (function) of

language in context, both its linguistic context (what is

uttered before and after a given piece of discourse) and

its social, or situational, context (who is speaking, what

their social roles are, why they have come together to

speak)" (Berns, 1984, p. 5).

2) Over All Review of Common Problems Faced by

English Teachers:

English is an important language. Why, it’s the principal

language of the world! The world is getting smaller, and

English is playing a very significant role in bridging the

gaps. As such, teaching English to those who do not know

the language is an almost philanthropic task. More and

more people today are expressing an interest in learning

the language. But teaching English to a bunch of people

who have never spoken the language is not simple.

There are many principal problems teachers and students

have to face, some of them are listed below.

There is this high and mighty feeling associated

with English in most countries. People always

consider English to be on a high pedestal. That is

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the reason why they are overawed of the language.

This 'English is a holy language with which only

great souls are blessed' feeling exists in most

learners of the language, making it difficult to teach

it effectively.

English is pronounced in a very different way from

almost all other languages of the world. And every

region of the world where English is spoken has a

different accent. People who are not used to English

find these accents quite intimidating.

There are too many kinds of English. While

teaching English as a second language, it should be

kept in mind that students will not know the

difference between US English, Queen's English and

all the sundry English of the world. This could lead

to confusions.

3) Why students of Rural Areas have weak Language

Base:

Problems in a nut shell

a) Unmotivated and non-interested teacher.

b) Teacher’s obliviousness of up-to-date teaching

requirements.

c) Conventional Grammar Translation Method used by

all teachers.

d) Lack of training.

e) Crowded classrooms.

f) Bogus evaluation and examination system.

g) Socially and culturally biased school environment.

h) Centuries and centuries of same syllabus.

i) No or minimal supervisions.

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j) Ever changing language policies.

k) Incongruous home environment for students.

l) Lack of resources.

m)Text-book reading.

n) Lack of time.

o) Stick and stick policy.

p) Un-focused studies.

q) Unnecessary interference by parents.

Above mentioned problems are definitely the tip of an

iceberg as there are many other internal and external

problems faced by students in those particular areas.

Final Words:

In the very right perspective of what has presented

above, the view of experts in this very field, it can easily

be deduced that the present teaching methods have

become obsolete and need immediate changes in its

infrastructure and appearance.

English is taught as a subject and all the students pass it

as a subject without having any command over the usage

and with lot of deficiencies in listening and speaking, on

top of all these students even lack a lot with respect to

the use of correct grammar and composition as they are

taught grammar with the closest context of formulas but

when they use the same in paragraphs they make many

mistakes in writing. Such students when come into urban

areas it becomes difficult for them to understand what is

usually taught to average students of well developed

areas. It creates problems for teachers as well because it

becomes difficult for them to carry on teaching at an even

pace, either they have to pay separate and individual

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attention to such students or , because of lack of time ,

they are forced to leave them struggling on their own.

DATA ANALYSIS

Close end questionnaire with constant variables was

used as a tool to collect data from teachers. The methodology

was kept close ended so that statistical tabulation of data could

be performed.

Sample Questionnaire

S U R V E Y Q U E S T I O N N A I R E T E A C H E R S

Name: _________________________________Qualification: _________________________________

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1. This survey questionnaire is about the teaching of English language in our country.

2. Your valued response will help the Researcher to find the weaknesses in prevailing system and suggest remedial measures for the same.

3. please read the questions very carefully and select the best options from the ones listed in front of the said question.

Select one variable from the given list to support

your answer

A) Strongly agreeB) Slightly AgreeC) AgreeD) DisagreeE) Strongly disagree

No Questions Responses

A B C D

E

01 It is easier to teach students with urban

background than teaching students with

rural background.

02 The problem with the students of rural

background is not of intelligence but of a

weaker language base.

03 The biggest problem of such students is :

a) poor understanding of structure of

grammar

b) poor vocabulary

c) lack of confidence

d) English language itself

e) All of the above

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04 Current language teaching methods are old

fashioned and do not satisfy current needs

of students.

05 Teachers at the grass root level in rural

areas should be given proper teacher

training and it should be made obligatory

for them to take such workshops.

06 Lack of incentive and motivation as well as

the prevailing school culture is the biggest

cause of student’s failure in mastering the

English language

07 Minimal exposure to English language plays

a big part in student based problems.

08 Students are not the only ones to blame in

this context as most of the teachers are

also untrained and non-serious about

teaching such students.

09 English should be taught as a language not

as a subject. The method should be

interactive and interesting and easy to

understand for all students no matter how

strong or weak background they have.

10 New Interactive syllabus must be designed

while keeping in view the social

infrastructure and usage of English with

more focus upon students with weak base

and special classes should be arranged for

such students.

Signature:____________________________

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Findings:

Following are the findings of the questionnaire distributed

among distinguished teachers with their responses. All the

given questions were attempted by all the respondents and

they selected one variable from the given choices.

No Questions Respondents and

Responses

01 02 03 04 05

01 It is easier to teach students with urban

background than teaching students with

rural background.

A A A A A

Conclusion : 100% replied as strongly agreed

02 The problem with the students of rural

background is not of intelligence but of a

weaker language base.

A A A A A

Conclusion: 100% selected the option of strongly agreed.

03 The biggest problem of such students is :

a) poor understanding of structure of

grammar

b) poor vocabulary

c) lack of confidence

d) English language itself

e) All of the above

E E E E E

Conclusion: 100% chose the option of All of above

04 Current language teaching methods are old

fashioned and do not satisfy current needs

of students.

A B B D D

Conclusion: 20% replied as strongly agree while 40% chose Slightly Agree as their response and 40 % chose to disagree

05 Teachers at the grass root level in rural

areas should be given proper teacher

training and it should be made obligatory

for them to take such workshops.

A A A A A

Conclusion: 100% replied as

strongly agree

06 Lack of incentive and motivation as well as

the prevailing school culture is the biggest

cause of student’s failure in mastering the

English language

A A A D A

Conclusion: 80% replied as strongly agree while 20% chose disagree

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07 Minimal exposure to English language plays

a big part in student based problems.

A A A A A

Conclusion: 100% chose strongly agree as their response

08 Students are not the only ones to blame in

this context as most of the teachers are

also untrained and non-serious about

teaching such students.

A D A A A

Conclusion: 80% replied as strongly agree while 20 % disagreed

09 English should be taught as a language not

as a subject. The method should be

interactive and interesting and easy to

understand for all students no matter how

strong or weak background they have.

A A A B B

Conclusion: 60% replied as strongly agree while 40% as slightly agree

10 New Interactive syllabus must be designed

while keeping in view the social

infrastructure and usage of English with

more focus upon students with weak base

and special classes should be arranged for

such students.

A A A A A

Conclusion: 100% responses dropped in the category of strongly agree

Accumulated Responses collectively:

Variables Strongly agree (a)

Slightly Agree (b)

Agree(c)

Disagree (d)

Strongly disagree(e)

Questions01 100 % 02 100 % - -03 100 % -04 20 % 40 % 40 %05 100 % - -06 80 % 20 %07 100 %08 80 % 20 %09 60 % 40 %10 100 %

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Class Observations :A total of four classes of middle and secondary level were

selected for observations, each class was held for 45 minutes

and normal class activities were carried out:

One of the classes was having class test day :

a) Teacher wrote down questions from book given in

book exercise supposedly crammed by the students

earlier.

b) Summary of Abu-bin-Adhem was given.

c) A few sentences of Urdu were given to translate

into English (pre written exercises in book ,

translated and practiced by students in class a few

times)

Conditions were no different in rest of the classes;

a) All the communication (on both sides) took place in

mother tongue.

b) Teacher reading out texts and translating in Urdu.

c) Students were not being encouraged for speaking

English

d) No creative writing activities.

e) Weak students of (some from rural areas) were

forced to stand in class as punishment for not

understanding what was told by teacher once or

twice , and so on.

Findings:Though most of the teacher knew that the method

they are using for teaching students, especially the students of

rural background is not so perfect yet, they were not ready to

try and change or improve it , some of the teachers were of the

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view that translation method is actually the best method that

can be used for teaching students with rural background and

they thought it to be a compulsion to translate in Urdu

everything they taught. When asked that is it possible that if

proper attention is given to students with weak rural

background these students could manage to do pretty well in

classes, their answer was absolutely yes. Some of them agreed

that if they had enough class time or some special classes they

could actually give extra time to these students and it could

improve current conditions but majority of teacher were not

ready for giving extra time after classes thought they agreed

that the method could benefit such students.

Most of the teachers complained that the main reason of the

weak bases of such students is the way they were taught at

initial level, they have a weak language base that’s why they

become the cause of slowing down all the students and the

normal class pace. They also explained that most of such

students even themselves are not ready to take extra hours

and believe in that they can pass the exams by cramming the

subject, these students face the biggest hurdle while studying

grammar because it becomes difficult to teach them the rules

which they afterwards tend to forget and do the same mistakes

over and over again as the grammatical rules are actually

needed to be applied and practiced and can not be crammed

that’s why they always have poor results in grammar related

assessments.

Suggestions And Recommendations:

Teaching English as a second language is not a simple task, It is

not enough if we know how to speak English fluently – teaching

the language is a totally different ballgame. Especially to the

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ones who already have inapt knowledge of its basics. But if we

follow the right kind of approach, we can achieve this task.

Some strategies can be used in classroom when teaching

English as a second language. These suggestions are especially

given keeping in mind the basic needs of students with rural

background but can also be implemented on all levels of

students.

Building a rapport with The Students:

There are many levels at which this works. Our classes are

always worried about the very fact that they are learning the

most important language of the world, and half of them are

probably thinking they will not be able to master even ten

words of English. It is essential for a teacher to create some

kind of bond with the students and tell them that it’s never

impossible to do anything. When they bond with the teacher,

they will find learning the language easier.

Building confidence for the language in the

students:

Teacher must train the students to ask some simple English

questions, and give their answers. Examples are 'What is your

name?', 'Which country are you from?', 'Who is your best

friend?' etc. While teaching English as a second language many

teachers of English make the mistake of beginning with the

alphabet. This is wrong. When we train them to ask questions

on the first day itself, students will definitely show off these

questions to their folks. And their interest in the language will

be built. They will come with higher hopes of learning more

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things the next day. Starting out with the alphabet cannot

achieve this 'English is fun' feeling in the minds of students.

Starting a thought process in the students'

minds:

Teacher should make it a very firm rule, but subtly implied, that

there will be no other language spoken in your class other than

English. This will be very difficult at first, especially when the

students are hell-bent on translating new English words they

learn into their own language. Teacher must not encourage this.

But it should also be kept in mind that the students are trying

their best. Teacher should be gentle with them when they

attempt to translate English into their language. Exhort them to

think in English. This is a mammoth task, and can be achieved

only after some weeks, or probably months, of teaching.

Building basic communication skills in the

students:

Teacher must not teach their students. He should always speak

to them. Converse with the students about day-to-day things.

Should keep talking to them in simple English. They will talk

when the initial icebreakers are done with. And when they will

talk, they will learn. They should be encouraged to talk. A

simple question like, 'Why are you late for class today?' will be

very useful. The student will try to explain the reason in English.

As long as the student attempts to talk in English, teacher

should make it a point to listen.

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Special classes for students with weak language

base:

Weaker students should be selected and some special classes

should be organized for them on weekly or, if possible, daily

basis. These students should be monitored carefully and should

be given special attention.

Interesting class room activities:

Punishment always makes situation worse as it only enhances

fear of student in learning the language. So, it would always be

helpful if some interesting classroom activities are introduced in

class that allows students to learn and participate in a fun

environment.

Communicative Method should be introduced:

communicative syllabuses can cater for the needs of the

learners and so it is strongly recommended that communicative

syllabuses should be introduced for teaching English in the

country as these syllabuses pay due attention to all the

language skills and can prepare students to use the language

for communicative purposes. They do not offer a situation

where teachers play a dominating role; students are equally

involved in the teaching-learning process by offering them

interesting and motivating activities and teaching materials.

Teacher Training Courses at Rural Level:

Teachers at primary level must be fully trained to teach

students in those areas, in this way they will have a strong

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language base and it will be by all means beneficent for them in

future. The teachers should also be trained to speak English in

“Native Accent” so that they may act as role model

Conclusion:

Finally, we can say that though there are a number of problems

that are always faced but students and teachers at all levels

when they come to the point of learning and teaching English,

this happens to a majority of students let alone the students

with a rural background. But the study has clearly shown that

main problem is not with the students but teachers and

teaching system itself. Situation is becoming dire everyday as

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there is no check and balance especially in far off and remote

area schools, which creates the problems for such students as

well as teachers at higher level. The point should be taken into

consideration and some regular measures should be taken in

that context. English is definitely need of the day and teaching

English as a second language is really fun if it can be done in

the right and sporting way. If we make it fun for students they

will learn better.

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http://www.buzzle.com/articles/teaching-english-as-a-

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speakers-of-other-languages-the-basics.html

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