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THE IMPACT OF SOCIOECONOMIC BACKGROUND ON ENGLISH LANGUAGE
ACHIEVEMENT
Xamroyeva Shoira Ibroximovna
The MA TESOL student of Webster University in Tashkent
https://doi.org/10.5281/zenodo.16694340
Abstract.
This article talks about how a student’s
socioeconomic background
affects
their success in learning English, especially for learners at the
B1–B2 levels
. It looks at
important factors such as family income, parents’ education, access to learning resources, and
the quality of schools. Students from wealthy families often have more support, better learning
tools, and more chances to use English. On the other hand, students from low-income families
often have fewer opportunities, which make learning harder for them. The article also shares
useful teaching ideas and gives suggestions for schools and education leaders to help make
English learning more equal and fair. It explains that giving all students the same chances to
learn English can help reduce social inequality and improve their future success.
Keywords:
Socioeconomic background, English language achievement, inequality in
education, B1–B2 learners, language learning motivation, educational access, EFL, Uzbekistan,
inclusive teaching.
Introduction.
English is becoming more and more important in many countries. It is not
just a subject in school—it is also a key to better jobs, university education, and communication
with the world. Because of this, many students want to learn English well. However, students do
not all have the same chances to succeed. Some students come from rich or middle-class families
and have many tools to help them. Others come from poor families and must learn with fewer
resources. This difference is called socioeconomic background, and it can have a big impact on
how well students do in learning English. This article explains how this happens and shares
practical ideas to help teachers and schools reduce the gap.
Main part. Socioeconomic Status and Access to Learning Resources.
Students from
high-income families usually have more support at home. They may attend private language
centers or get help from tutors. Their families often buy English books, dictionaries, and pay for
internet services or language learning apps. These students can also use YouTube, watch English
movies, or take part in online lessons.
According to Cummins (2000), access to rich language input outside school strongly
supports language development.
On the other hand, students from low-income families may only learn English during
school hours. They may not have internet at home or a quiet place to study. Their families may
not be able to afford extra books or devices. This lack of access slows down their learning
progress, especially in listening, speaking, and vocabulary building.
Home Environment and Parental Involvement.
The home environment is very
important for language learning. When parents are educated or know some English, they can
help their children with homework and give advice. These parents also know how to encourage
good study habits.
But in low-income households, parents are often busy working long hours and may not
have time to support their children’s studies. Some parents may not have gone to school
themselves and may not understand how to help. This makes it hard for students to feel
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supported and confident. As noted by Caro et al. (2009), parental education level has a strong
impact on students’ academic performance, including language learning.
In some cases, children have to take care of younger siblings or do chores, which also
takes away time from learning.
School Quality and Teaching Conditions.
The quality of the school also makes a big
difference. Schools in cities or wealthier areas often have better-trained teachers who use
interactive, modern teaching methods. These schools may have smaller classes, which means
more attention for each student. They may also have English labs, projectors, and good
materials.
In contrast, many rural or low-income schools may lack resources. Teachers may not be
fully trained in communicative language teaching or may have large class sizes that make it hard
to give each student attention. Some schools may not have audio tools, up-to-date textbooks, or
even enough desks.
Research by Gorski (2013) shows that school quality is often directly related to the
wealth of the community, and students in low-income schools face more obstacles to language
achievement. As a result, students in poor schools often fall behind, even if they are motivated.
Motivation, Confidence, and Social Perception.
Learning English is not only about
grammar and vocabulary. Students’ feelings about themselves and the language also play a big
role. Students from rich families often watch English movies, listen to English music, or speak
English with friends online. This makes them feel more confident and improves their skills.
However, many students from low-income families feel that English is only for “smart”
or “rich” people. They may be shy to speak or afraid of making mistakes. This lack of
confidence can stop them from practicing English, even when they know the right words. As
Gardner and Lambert (1972) suggested in their motivation theory, students who feel positive
about the target language and culture are more likely to succeed.
Their social environment may not encourage learning English, which can reduce their
motivation to improve.
Reducing Inequality: Practical Solutions.
Although teachers cannot change students’
home situations, they can still make a big difference in the classroom by using inclusive methods
and free tools.
1. Use of Free or Open Educational Resources (OER)
Teachers can use websites and apps that are free, such as BBC Learning English, Voice
of America, or British Council resources. These can be shared with students who have
smartphones or internet access. Even showing short videos during class can help.
2. Encouraging Collaborative and Peer Learning
Teachers can organize students in mixed-ability groups. Stronger students can help
weaker ones, and students feel more relaxed when learning from friends. Pair work and group
activities also help build speaking skills.
3. Culturally and Locally Relevant Materials
Lessons should include topics that students know about, such as local customs, daily life,
or family. When learners see their own world in the classroom, they feel more interested and
motivated. McKay (2003) supports the idea of using local content in English classes to make
learning more meaningful for students.
4. Supporting Teachers in Low-Resource Settings
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Governments, NGOs, and education departments should provide more training and
support to teachers who work in difficult areas. Online workshops, material-sharing platforms,
and mentorship can help them improve their teaching even without expensive tools.
5. Targeted School and Policy Support
Policy makers should make sure that all schools get equal support. Poor schools need
better funding, updated textbooks, and digital tools. Programs that support disadvantaged
students with extra classes or scholarships can also help reduce the learning gap.
Conclusion.
A student’s
socioeconomic background
can greatly affect their English
language achievement. Students from rich families often enjoy better schools, home support, and
access to learning tools. Poorer students face challenges such as fewer resources, less
confidence, and limited exposure to English. However, teachers, schools, and governments can
take real steps to reduce this inequality. By using inclusive teaching methods, offering free
resources, and supporting schools in need, we can help more students succeed. Making English
learning equal for everyone is an important step toward building a fairer society and a brighter
future for all learners.
References
1.
Caro, D. H., Cortés, D., & Eccles, J. S. (2009). Socioeconomic status and academic
achievement: A meta-analytic review of research.
Review of Educational Research
,
79
(4), 1139–1166.
2.
Cummins, J. (2000).
Language, power and pedagogy: Bilingual children in the crossfire
.
Clevedon: Multilingual Matters.
3.
Gardner, R. C., & Lambert, W. E. (1972).
Attitudes and motivation in second-language
learning
. Rowley, MA: Newbury House.
4.
Gorski, P. C. (2013).
Reaching and teaching students in poverty: Strategies for erasing
the opportunity gap
. New York: Teachers College Press.
5.
McKay, S. L. (2003). The cultural basis of teaching English as an international language.
ELT Journal
,
57
(2), 139–148.
