Approaches to English Language Teaching in Secondary Schools of Khagaria District in Bihar: An Investigation

  • Neetu Pal, Manish Kumar


With the need for the English language on the broader perspective and critical interest in it shown by every section of Indian society, efforts have been undertaken by all concerned, to enhance the efficiency of language instruction in a functional framework, presuming that English teaching helps facilitate the learning of the English language. How the English teachers in rural or suburban areas of the country approach language training, and how much the learning of a new language enhances the way they teach English, is the central question. The present research investigates this apparent problem at the high school level in the framework of Khagaria, an under-developed district in Bihar, India. The investigator surveyed the randomly chosen English language teachers in secondary schools and witnessed the teaching and learning activities. The analysis shows that English teaching is no different from teaching other subjects in the specific context of Khagaria. Method of translation is the overall approach to teach English, and learners barely have any opportunity to exercise their linguistic competence at this level of their study. The attributes for this approach to English language teaching are the shortage of adequately qualified staff, lack of in-service classes for the teachers, memory-driven assessment program, overcrowded classrooms, the workload for students, and lack of funding and supporting network. The present research indicates that, unlike others, the English teachers should be equipped well with a focus on the teaching of English as a language.