The Study on Difficulties of Rural Students in Learning English Language at Upper Primary Level

Abstract

When it comes to societal authority, English is often associated with persuasion, regulation, imposition of a speech code, elevating one linguistic variation at the expense of others, and so on and so forth. Because of exploitation and colonisation, the English language has expanded throughout the world. As far as concerns of authority are concerned, Free India is an extension of colonial India. One of the reasons why people in this country continue to feel that knowing English is a sign of social position and authority is because of this. To learn anything else, you must first learn how to speak a foreign language. As human beings, we are defined by our ability to communicate with one another. As a person, you must speak in order to be human. A communication channel is a language. A significant communication tool, English acts as a link language in a multilingual society such as India and a linguistic mediator globally. Even after seven decades since British departed India, it still has a special place in our hearts. A replacement for English as a medium of communication or as an official language has not yet emerged. As a result of this, it has become a language of choice for trade as well as economic progress and social mobility over time. Parents' top expectations for upper primaryschools include teaching pupils English. Rural students' perceptions of English language reading and learning are revealed in the paper. In the study, it was found that most pupils had several common problems. For this study, upper elementary school pupils from rural parts of Satara District in Maharashtra were asked to identify possible barriers to English language and reading learning. An examination of English language education in India, as well as its expansion and students' perceptions of English as a Second Language and the difficulties rural students confront, is presented in this study.