Exploring Challenges in Teaching English to Multilingual Indigenous Students (Grade 3-4) from Bengali Medium Primary Schools in Bangladesh N

Abstract

The outcomes of English language education for indigenous students in Bangladesh are falling below the national standards, despite the existing policies and strategies. Given that most Bengali students are bilingual and struggle with learning English, multilingual students, especially those from various ethnic minority communities with mother tongues other than Bangla, may encounter even more difficulties in learning English as a second language. A study was conducted in two remote schools in Chittagong Hill Tracts to examine the challenges faced by multilingual indigenous students (in grades 3 and 4) in Bengali Medium Primary Schools. Through qualitative research methods such as focus group discussions and classroom observations, the study revealed that the primary challenge was the lack of consideration for linguistic aspects and cultural relevance in the curriculum, which resulted in teachers struggling to implement necessary teaching strategies and conduct classes effectively. Moreover, students were disengaged in the learning process and lacked motivation, leading to difficulties in memorization and text comprehension. To tackle these challenges, it is recommended that the curriculum address linguistic barriers, and teaching methods tailored to a diverse classroom environment should be implemented. This could involve the use of different reading models, incorporating visuals and culturally relevant examples, and employing visual, auditory, and kinesthetic approaches such as Total Physical Response (teaching through body movements) to make learning more enjoyable for these students. However, due to the small sample size, further research with a larger sample size is necessary to fully comprehend and address these challenges.