Abstract
Led by an international team of researchers, the study explores effective strategies for teaching English in schools with limited resources. It addresses challenges such as large class sizes, insufficient materials, and varying levels of teacher language proficiency. Drawing on classroom observations, focus groups, and interviews, the report offers valuable guidance for educators, policymakers, and researchers.
The study highlights innovative strategies developed by teachers to make learning more engaging and effective. These include using locally available materials like everyday objects to create teaching aids, incorporating storytelling to connect lessons with students’ experiences, and designing interactive activities tailored to learners’ ages and needs. Such practices make lessons more relatable and encourage active participation.
Translanguaging – the practice of using multiple languages in the classroom – proved to be a powerful tool for reducing learning barriers and fostering inclusivity. Teachers and students agreed that incorporating home languages alongside English improved understanding and boosted confidence. For example, explaining concepts in students’ languages before transitioning to English reduced confusion and helped students grasp new ideas more quickly.
The report also examines how gender influences classroom dynamics and learning outcomes. It explores differences in how boys and girls perceive English, their preferences for specific teaching methods, and the encouragement they receive in class. Recognising these preferences allows teachers to adapt their methods and keep all students motivated and engaged.
The study emphasises the importance of adapting teaching methods to local contexts, particularly in settings with limited resources. Instead of importing foreign approaches, teachers creatively adjusted their strategies, such as using storytelling where books were scarce or organising group activities in overcrowded classrooms.
By moving away from a one-size-fits-all approach, teachers were able to meet the unique needs of their learners, creating more inclusive and effective learning environments. This underscores the value of flexibility and creativity in teaching, especially in challenging settings.
Aligned with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 5 (Gender Equality), this research offers practical, evidence-based recommendations for teacher education. It encourages approaches that challenge gender stereotypes and promote equity in education.
Discover how to overcome barriers to teaching English and create more inclusive classrooms. Read the full report for practical strategies and recommendations.
Citation: Copland, F., Garton, S., López-Gopar, M., Makhmudova, N., Meke, E. S., and Rahman, A. (2024). English as a subject in primary school: Lessons from Bangladesh, Malawi, Mexico and Uzbekistan. British Council. https://doi.org/10.57884/1W3H-6N55