Teaching English At Undergraduate Level In Rural Indian Colleges: Hurdles And Opportunities

Abstract

English, as a compulsory subject in the undergraduate curriculum across Indian universities, poses a significant challenge for students hailing from rural backgrounds, especially first-generation learners. Despite its increasing importance in the public sector within multilingual nations like India, rural students often struggle with English acquisition due to the predominantly vernacular medium of instruction in their prior education. This paper examines the stark performance gap between rural and urban colleges in the Compulsory English paper, evident even after its integration into the Choice Based Credit System (CBCS) curriculum. Rooted in empirical evidence, the discussion highlights the dearth of modern pedagogical methods, teaching aids, and resources in rural classrooms. Additionally, it offers insights into tackling these challenges and proposes strategies for enhancing English language proficiency among rural college students. Emphasis is placed on empowering students to effectively utilize English in local and global contexts, thereby fostering academic progress and enhancing employability prospects.