Teachers’ Efficiency Of Teaching English In Lower Primary Assamese Medium Schools In Assam

Abstract

There is no denying of the fact that English occupies an important place in administration and educational set up of the country. English is increasingly being used for technical, scientific and business communication, both at national and international level. It
becomes imperative to develop working knowledge of English in our students. Effective teaching of English largely depends on teachers’ proficiency and efficiency in English and their knowledge of the varied methods and techniques of teaching English and their
endeavour for sincere implementation of the same. Students do not have exposure to English language learning in the family, in the society and among the friend circle. In rural area the situation is more aggravated in terms of English language learning situation.
Under the given circumstances, only the books and the teachers are the main sources of learning English. Thus, the role of the teachers is of paramount importance in teaching English in the prevalent social situation. Students are always found to be very poor in
English, both as a subject of the curriculum and as a language. Most of the students are very weak in all the four language skills in English. Students of vernacular schools of every level whether primary, secondary, higher secondary or even college, are handicapped in English. Teaching behaviours take place when interaction between the teachers and pupils is going on aiming at to help the pupils to achieve their potentials. Unless teachers are well-equipped in terms of knowledge of and efficiency in English, developing working
knowledge of English in students cannot be expected. The present paper makes a case study of teachers’ efficiency in teaching English in lower primary vernacular schools of Dhemaji district. To find out their efficiency and proficiency in teaching English the key criteria taken up for data collection were – objectives of teaching English in lower primary vernacular schools in the opinion of the incumbent teachers, teachers effort to provide pupils exposure for learning English, motivating pupils for learning English, teachers’ age, teachers’ length of service, teachers’ educational qualification, teachers’ participation in training and professional development programmes, teachers’ dedication to duty, teachers’ opinion about their pupils learning outcome in English and interview with teachers. Collected data were analysed and the findings arrived.