ISSN:
2181-3906
2024
International scientifijournal
«MODERN SCIENCE АND RESEARCH»
VOLUME 3 / ISSUE 4 / UIF:8.2 / MODERNSCIENCE.UZ
1037
TEACHING ENGLISH IN RURAL AREAS: CHALLENGES AND THEIR SOLUTIONS.
Azizbek Mavlonov
English teacher at Navoi region law school
Behzod Kundibayev
Law teacher at Navoi region law school
https://doi.org/10.5281/zenodo.11064070
Abstract.
This article discusses the challenges and solutions associated with teaching
English in rural areas. It emphasizes the importance of cultural sensitivity, adapting instructional
materials to limited resources, building trust and community engagement, addressing low
motivation, and implementing differentiated teaching strategies. The author draws upon various
research studies to support their points and highlights the need for educators to be flexible and
creative in their approaches.
Keywords:
Teaching English, rural areas, cultural sensitivity, educational resources,
community engagement, motivation, differentiated instruction, collaboration, inclusive learning,
language skills.
ПРЕПОДАВАНИЕ АНГЛИЙСКОГО ЯЗЫКА В СЕЛЬСКОЙ МЕСТНОСТИ:
ПРОБЛЕМЫ И ИХ РЕШЕНИЯ.
Аннотация.
В данной статье рассматриваются проблемы и решения, связанные с
преподаванием английского языка в сельской местности. В нем подчеркивается важность
культурной чувствительности, адаптации учебных материалов к ограниченным ресурсам,
укрепления доверия и участия сообщества, решения проблемы низкой мотивации и
реализации дифференцированных стратегий обучения. Автор опирается на различные
исследования, подтверждающие свою точку зрения, и подчеркивает необходимость того,
чтобы преподаватели были гибкими и творческими в своих подходах.
Ключевые слова:
преподавание английского языка, сельская местность, культурная
чувствительность, образовательные ресурсы, участие общества, мотивация,
дифференцированное обучение, сотрудничество, инклюзивное обучение, языковые навыки.
Teaching English in rural places is a journey full of challenges and wonderful rewards.
Rural towns, unlike urban or suburban settings, present a distinct set of conditions that asks
educators to be adaptive, culturally sensitive, and creative. I have worked as an EFL teacher for a
year in a rural school and I had some experience that is very different that I had at the urban
schools. This project presents the challenges of teaching English in rural areas, highlighting the
significance of understanding the local culture and cultivating a collaborative learning
environment.
Firstly, in rural areas cultural sensitivity is an important foundation of successful education.
Teachers should be ready to adapt “isolated” routine of the villages, culture of the
community and students.
1
Educators must take the time to understand and respect the local culture,
customs, and values. By combining these components into instructional approaches, students'
1
Holguin, R., & Morales, A. (2016). English language teaching in rural areas: a new challenge for English language
teachers in Colombia.
Linguistica Hispanica
,
27
, 209-222.
ISSN:
2181-3906
2024
International scientifijournal
«MODERN SCIENCE АND RESEARCH»
VOLUME 3 / ISSUE 4 / UIF:8.2 / MODERNSCIENCE.UZ
1038
learning experiences are made more relatable and meaningful. Educators must be flexible and
open-minded in order to adapt their tactics to the unique modes of communication and learning
found in rural communities.
Rural areas frequently have insufficient educational resources. Shan and Aziz (2022)
discussed about the inadequate infrastructure and facilities in rural schools. In many rural areas,
internet access is not available and the teachers cannot use engaging online materials and activities
in their lesson. If the Internet available, the teacher may face other challenges related to old
devices, unstable connection.
2
Educators must embrace innovation and resourcefulness as a
response. Adapting instructional materials to accessible resources and using local stories and
experiences improves student engagement and relevance. This technique not only improves the
educational experience, but it also builds a connection between language learning and the students'
immediate environment. Recognizing the restricted availability of technology and the internet,
instructors must design classes that are not reliant on online resources. Incorporating offline
instructional resources or finding creative methods to incorporate technology into the classroom,
on the other hand, helps bridge the digital divide and promotes an inclusive learning environment.
3
Trust and linkages within the community are essential for rural education effectiveness.
Engaging with parents and members of the community fosters a collaborative learning
environment. In the rural communities, some parents do not see the relevance of learning English
and this situation becomes more serious in high school.
4
In some cases, the teacher may try to
motivate the learners who do not want to study and do not link their future with English language.
According to the findings of Shahnaz and Gandana (2020), some parents prefer their
children to work instead of acquiring foreign languages. Educators can gain support and highlight
the possible benefits for the entire community by arranging community events or seminars that
promote the relevance of English education.
5
Many learners in rural areas may have low motivation towards learning a foreign language.
Rural pupils understand the importance of learning English, but do not see leaning English
as an immediate need. In rural locations, the emphasis should be on practical language skills that
are relevant to students' daily lives.
6
Lessons should be framed in real-life situations, such as
agriculture, local enterprises, or community activities. Interactive teaching strategies, such as
games, role-playing, and hands-on activities, not only make learning more pleasurable, but they
also improve language memory and application.
Rural classrooms may have pupils of diverse ages and English competence levels.
Differentiated education strategies should be used by educators to address this diversity.
2
Shan, L., & Aziz, A. (2022). A systematic review of teaching English in rural settings.
International Journal of
Academic Research
.
3
Holguin, R., & Morales, A. (2016). English language teaching in rural areas: a new challenge for English language
teachers in Colombia.
Linguistica Hispanica
,
27
, 209-222.
4
Holguin, R., & Morales, A. (2016). English language teaching in rural areas: a new challenge for English language
teachers in Colombia.
Linguistica Hispanica
,
27
, 209-222.
5
Shahnaz, M., & Gandana, I. (2020). Teaching English in a rural school.
Advances in Social Science, Education
and Humanities Research
,
546
.
6
Zulkefly, F., & Razali, A. B. (2019). Malaysian rural secondary school students’ attitudes towards learning English
as a second language.
International Journal of Instruction
,
12
(1), 1141-1156.
ISSN:
2181-3906
2024
International scientifijournal
«MODERN SCIENCE АND RESEARCH»
VOLUME 3 / ISSUE 4 / UIF:8.2 / MODERNSCIENCE.UZ
1039
Encouragement of peer learning and collaboration among students of various ages provides
a supportive learning environment and enhances the educational experience.
Teaching English in rural places is a voyage of cultural interchange and community
development as well as an educational undertaking. Educators have the chance to create a lasting
effect by embracing obstacles and adjusting teaching approaches to the unique demands of rural
communities, empowering them with the language skills needed for a brighter future.
REFERENCES
1.
Holguin, R., & Morales, A. (2016). English language teaching in rural areas: a new
challenge for English language teachers in Colombia.
Linguistica Hispanica
,
27
, 209-
222.
2.
Zulkefly, F., & Razali, A. B. (2019). Malaysian rural secondary school students’ attitudes
towards learning English as a second language.
International Journal of Instruction
,
12
(1),
1141-1156.
3.
Shahnaz, M., & Gandana, I. (2020). Teaching English in a rural school.
Advances in Social
Science, Education and Humanities Research
,
546
.
4.
Shan, L., & Aziz, A. (2022). A systematic review of teaching English in rural settings.
International Journal of Academic Research
.
