Survey highlights poor quality of English learning in government English-medium schools
A recent survey has found that English language instruction in government‑run English‑medium schools falls short across listening, speaking, reading and writing. The results point to systemic gaps that need urgent attention.
The assessment, conducted by an independent education research body, evaluated students from a representative sample of government English‑medium schools across several states. Using standardized tests that measured listening comprehension, oral fluency, reading comprehension, and written expression, the survey revealed that a large proportion of learners performed below the national benchmark in each skill area. The report highlighted that many schools lack trained teachers, adequate learning materials, and consistent exposure to spoken English, which together hinder student progress.
Experts attribute the weak performance to a combination of factors, including insufficient teacher training programs, outdated curricula, and limited classroom time devoted to interactive language practice. In many regions, teachers are assigned to multiple subjects, reducing the focus on language development. Moreover, the lack of access to audio‑visual resources means that students rarely engage with authentic English content, limiting their ability to develop listening and speaking skills.
The findings are significant for Indian readers because English proficiency remains a key determinant of higher education opportunities and employability in a globalized economy. Improving the quality of English instruction in public schools could help bridge socioeconomic gaps and enhance the country's human capital. Policymakers are being urged to allocate more resources for teacher development, update instructional materials, and introduce regular assessments that track language growth over time.
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