TEACHING ENGLISH TO YOUNG LEARNERS: CHALLENGES EXPERIENCED BY TEACHERS IN RURAL PUBLIC PRIMARY SCHOOLS OF PUNJAB

Abstract

This mixed-methods research study examined the challenges, teaching strategies, examination practices, and available resources for English language instruction in rural public primary schools of Punjab, Pakistan. A purposive sample of 300 primary school English teachers (150 male, 150 female) from three geographical clusters—South Punjab (Bahawalpur Division), Central Punjab (Faisalabad Division), and North Punjab (Rawalpindi Division), completed a structured questionnaire with quantitative items and three open-ended qualitative questions. Validity and reliability were ensured through expert review and pilot testing (Cronbach’s α = 0.8). Findings revealed that teachers perceive significant challenges in material availability (M = 1.47), professional training (M = 1.47), and class size constraints (M = 1.53). However, teachers strongly recognize the effectiveness of interactive teaching methods (M = 1.57), student-centered approaches (M = 1.57), and bilingual instruction (M = 1.59). Examination practices revealed paradoxical patterns, with teachers perceiving both rote memorization emphasis and authentic assessment components. Resource availability showed high means (M > 4.19), suggesting material existence but questioned adequacy. Thematic analysis identified five major challenge categories: instructional challenges, learner-related obstacles, classroom management issues, professional capacity constraints, and limited institutional support. Effective strategies included interactive teaching, bilingual scaffolding, contextual language integration, and skill-focused instruction. This research contributes to understanding primary English language teaching in South Asian rural contexts, providing evidence-based implications for teacher professional development, curriculum design, assessment reform, and resource allocation in low-resource educational settings.