Voices Unheard: Exploring English Reading Proficiency in Rural Primary Schools of North Bengal, Bangladesh

Abstract

This research investigates the difficulties impacting English reading skills among students in ten government primary schools in North Bengal, Bangladesh. Employing a qualitative descriptive approach alongside a basic reading comprehension test, data were gathered from 100 students (20 from each grade, I–V) and two groups of teachers, those with and without specialized English training. The results indicate that limited teacher expertise, lack of adequate teaching materials, ineffective teaching methods, and insufficient parental involvement significantly hinder students’ reading progress. Although some teachers received formal English training, their classroom application was weak due to resource shortages and large class sizes. Additionally, students’ minimal exposure to English outside of school further limited their understanding and vocabulary development. The study also points out a disconnect between curriculum objectives and actual teaching practices, highlighting inconsistencies between policy and implementation. To address these challenges, focused teacher training, better resource provision, and increased community participation are necessary to foster fair and inclusive English learning opportunities in rural Bangladesh.