The challenges encountered by primary school teachers in teaching English in Dhaka: an explanatory study

Abstract

In the globalized era, proficiency in English is important for educational, employment and cross-cultural understanding. Drawing insights from Piaget’s cognitive development and Vygotsky’s sociocultural theory within a constructivist framework, the study explores how teachers actively contribute to students’ language construction. Despite significance of learning English, challenges persist, including linguistic and cultural differences resource constraints, diverse pedagogical approaches. The study aims to explore the existing practices, government pedagogies, and challenges confronted by primary school teachers. Research questions focus on teaching strategies implementations and challenges faced by both government and non-government primary teachers. The study’s purpose is to comprehensively understand the challenges and practices, intending to improve English language education in the local context. The research holds significance in addressing the gaps between the curriculum, teaching, and testing, offering insights for effective strategies and improvements in the English language education system.