TACKLING THE ENGLISH LANGUAGE STRUGGLES: Insights From The Malayalam Medium Students

 Abstract:

This article explores the challenges faced by Class 9 students of St. Stephen's Girls High School, Malayalam medium, in mastering the English language. The study identifies key difficulties in three main areas: reading comprehension, writing skills, and the fear of speaking or communicating in English. These challenges were observed during my internship at the school and provide an insight into the specific linguistic struggles encountered by students in a non-English medium of instruction. The article discusses the underlying causes of these challenges and offers suggestions for overcoming them, with a focus on practical strategies for language learning in a classroom setting.


Keywords: English language difficulties, Malayalam medium, reading comprehension, writing skills, fear of speaking, educational intervention.


Introduction:

The ability to communicate effectively in English has become an essential skill in today's globalized world. However, for students in non-English medium schools, particularly in Malayalam medium institutions, the challenges associated with mastering the English language are manifold. During my internship at St. Stephen’s Girls High School, I observed several difficulties faced by Class 9 students in learning English, particularly in the areas of reading, writing, and speaking. These challenges hinder their overall proficiency in the language, and it is crucial to understand their root causes in order to find effective solutions.

This article aims to shed light on these issues, based on firsthand observations, and to suggest methods for addressing them. By exploring how students from Malayalam medium schools approach the English language, we can better understand their learning processes and provide insights into improving their language skills.


1. Reading Comprehension Difficulties:

One of the primary challenges identified among the students is reading comprehension. Many students struggle to understand English texts, especially those that are lengthy or complex. This is primarily due to a lack of familiarity with vocabulary and sentence structures in English. Since their primary medium of instruction is Malayalam, the students are often unable to make quick mental translations from Malayalam to English while reading.

Causes:

  • Limited exposure to English texts outside the classroom.
  • The absence of a strong foundation in English vocabulary.
  • Dependence on Malayalam for understanding, which hinders quick comprehension of English material.

2. Writing Difficulties:

Writing in English is another area where students face significant challenges. The majority of students have trouble organizing their thoughts, constructing grammatically correct sentences, and using appropriate punctuation. This is partly because the Malayalam language structure is vastly different from English, which leads to confusion when trying to express ideas in English.

Causes:

  • Lack of practice in writing English sentences.
  • Limited understanding of English grammar rules.
  • Over-reliance on Malayalam language structure
3. Fear of Speaking and Communicating in English:
The fear of speaking or communicating in English is a common problem among students. Many students are reluctant to speak English in class due to a lack of confidence. This fear is often exacerbated by the fear of making mistakes and being judged by peers and teachers. This leads to students avoiding English conversations, which, in turn, slows down their overall language development.

Causes:

  • A lack of confidence in speaking English.
  • Fear of making mistakes in front of peers.
  • Limited opportunities to practice speaking in real-life situations.

Result and Impact:

The difficulties faced by the students had a direct impact on their academic performance and self-esteem:

  1. Impact on Academic Performance: As English proficiency is integral to success across subjects, the students' struggle with the language affected their overall grades. They often underperformed in English language assessments and found it difficult to grasp content in other subjects that required English-language instruction.

  2. Emotional and Psychological Effects: The fear of speaking and writing in English caused students to feel insecure about their abilities. This anxiety led to reduced participation in class, lower engagement in learning activities, and a lack of confidence in their academic abilities.

  3. Language Barrier in Communication: Students' inability to communicate fluently in English created a barrier to effective interaction with teachers and peers. This gap in communication further discouraged them from actively participating in group discussions and collaborative activities.


Solutions and Interventions:

To address the identified issues, the following interventions were proposed during the internship:

  1. Reading Interventions:

    • Phonics and Vocabulary Building: Introducing phonics-based learning and focusing on vocabulary building exercises could help students improve their word recognition skills.
    • Reading Aloud and Group Reading: Encouraging students to read aloud in class and participate in group reading sessions could improve their fluency and comprehension.
    • Encouraging regular reading of graded English books.
    • Building vocabulary through flashcards and word walls.
    • Practicing reading comprehension with simpler texts, gradually increasing complexity.
  2. Writing Support:

    • Structured Writing Exercises: Providing structured writing activities with clear guidelines on sentence formation, grammar, and punctuation could help students develop writing skills.
    • Peer Reviews and Feedback: Engaging students in peer review sessions could boost their confidence and provide them with constructive feedback to improve their writing.
    • Regular practice through writing essays, letters, and short stories.
    • Teaching students basic sentence construction and grammar rules in English.
  3. Reducing Speaking Anxiety:

    • Encouraging a Safe Speaking Environment: Creating a non-judgmental classroom atmosphere where mistakes are viewed as a natural part of learning would reduce anxiety among students.
    • Role-Playing and Group Discussions: Incorporating role-play activities and small group discussions in English would allow students to practice speaking in a comfortable, less intimidating setting.
    • Creating a supportive classroom environment where mistakes are seen as part of the learning process.
    • Organizing English language games and debates to make speaking practice enjoyable.

Conclusion:

The challenges faced by Malayalam medium learners in mastering English are multifaceted and complex. However, with targeted interventions and a supportive learning environment, these issues can be addressed effectively. Teachers can play a pivotal role in boosting students' confidence and helping them overcome language barriers. By focusing on reading, writing, and speaking skills, educators can equip students with the necessary tools to succeed in English and other academic disciplines.

With sustained efforts from both educators and students, the fear of speaking and the difficulties in reading and writing English can be mitigated, allowing learners to develop a more confident and competent command of the language.


References:

  1. Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
  2. Richards, J.C., & Renandya, W.A. (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge University Press.
  3. Kumaravadivelu, B. (2006). Understanding Language Teaching: From Method to Postmethod. Lawrence Erlbaum Associates.
  4. Harmer, J. (2007). The Practice of English Language Teaching. Pearson Longman.
  5. Cumming, A. (2001). Learning to Write in a Second Language: Two Decades of Research. In T. Silva & P. K. Matsuda (Eds.), On Second Language Writing (pp. 271-303). Lawrence Erlbaum Associates.

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