Addressing Challenges in Communicative English Language Learning (CELL) among Tribal Students in Bangladesh: Insights and Solutions
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Abstract
This study examines the challenges faced by tribal students in the Chittagong Hill Tracts (CHTs) of Bangladesh in achieving proficiency in Communicative English Language Learning (henceforth, CELL). In Bangladesh, English as a Foreign Language (EFL) is predominantly taught as an academic subject, which limits its practical application in real-life communication. This challenge is particularly pronounced among tribal students in the CHTs, where linguistic diversity, geographical remoteness, limited educational resources, and economic struggles create barriers to language acquisition. This mixed-methods study examines the challenges faced by higher secondary tribal students in the Khagrachari district regarding the four core language skills within the context of CELL, using research instruments such as questionnaires, focus group interviews, and classroom observations. Thirty tribal students participated in surveys, complemented by two focus group interviews for deeper insights. The findings reveal persistent listening, speaking, reading, and writing struggles attributed to limited English exposure, cultural differences, and inadequate instructional materials. Rural students encounter even more significant difficulties due to restricted resources and fewer opportunities for English engagement outside the classroom. Grounded in Vygotsky’s social constructivism (1978), which emphasizes social and cultural interactions in learning, the study highlights the need for interactive and collaborative CELL approaches to address these challenges. To mitigate these challenges, the study suggests implementing culturally responsive teaching methods, enhancing access to diverse and contextually relevant learning materials, and incorporating structured communicative activities such as role-plays, group discussions, and practical exercises. These interventions aim to improve the English proficiency of tribal students, facilitating their academic achievement and social integration in an increasingly competitive linguistic landscape.
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