Overcoming lack of English knowledge among remote students

S. M. Anupama Priyadharshanie University of Kelaniya

‘There are numerous ways and means to improve the levels of English proficiency among rural students. The government can play a major role in this regard. It is reported that there is a severe shortage of English teachers in remote government schools. Consequently, the students of those remote schools pay less attention for learning English and some of them have totally given up studying this subject’

It is a well-known fact that English is now accepted as an international language and it is used in every nook and corner of the world. Most of the developed countries in Europe use English as their first language and for all communication and business activities. Under this situation, not only developing countries but also less and underdeveloped countries have now realized the importance of English education to climb the ladder of success in life and economic development.

As English has become the most popular international language in the world, we all should realize that both written and spoken abilities of English language are of immense value to move forward with the world and to gain more advantages and after all to have a brighter future.

Even in Sri Lanka it is evident that the higher educational authorities and national policy makers have given priority to enhance the knowledge of English language among school students. But it is very pathetic that a recent survey has revealed that 95 percent of students of remote government schools are not adequately proficient in English language. This situation is somewhat tragic and miserable when we think of on the part of the students of remote government schools.

There are numerous ways and means to improve the levels of English proficiency among rural students. The government can play a major role in this regard. It is reported that there is a severe shortage of English teachers in remote government schools. Consequently, the students of those remote schools pay less attention for learning English and some of them have totally given up studying this subject.

Although the government appoints both graduates and trained English teachers to each and every of these remote schools, those English teachers are reluctant to work there due to the remoteness and lack of facilities of those areas such as travelling and accommodation.

In my opinion, these teachers should realize the nobility of this teaching profession and it is their paramount duty to devote themselves for the betterment of the poor and helpless students of those schools.

In fact, the government should make it compulsory for each newly recruited teacher to serve in remote schools and the government can also take disciplinary action against the teachers who reject to work in those schools of remote areas. Or else, government must introduce some sorts of incentives for them to work in those schools.

In addition, the authorities concerned with the education of those areas should pay serious attention in this regard. Those relevant authorities can organize inter-school English language competitions, workshops, and idea-exchanging programs to motivate the students to be well versed in English.

Unlike in urban leading schools, needy students of remote government schools do not have the privilege of associating English educated people.

Not like in urban areas, parents of rural and remote areas do not possess the ability to speak or write in English.

Thus, these students are quite unfamiliar with this language. To remedy this situation, relevant educational authorities can conduct workshops, camps, and English associations to make students familiar with the English language. Thereby, they can frequently use the language for their day-today activities.

Apart from that, it is very important to encourage these students to read more and more English books. In order to cultivate reading habits among students, it is very important to provide school libraries of remote schools with suitable English books. The teachers of these schools can encourage these students to spend their leisure time at the school library by reading English books.

Nowadays, there are no periods in the school timetable for children to read and study in the library. But those days there were several periods in the school timetable for children to spend in the library.

There are well-equipped libraries in most of schools but unfortunately children have no time to attend them. How can children benefit from them?

There are well-to-do philanthropists, charity organizations and other voluntary organizations that are bent on supporting students in their English education. Education Ministry should look for ways and means of making the maximum use of such avenues in its attempt to promote the knowledge of English among rural needy students.