The influence of socioeconomic factors on english language proficiency: a case study of urban and rural schools in Bangladesh

Abstract

English language has become essential for academic and professional development as well as for participating in the global world. Furthermore, the socio-economic inequalities concerning the availability and the right of access to English language education are especially pronounced in

the underdeveloped world like Bangladesh. This study aims to analyze the effect of socio- economic status (SES) on the English proficiency of students from one urban and one rural

public school. The selected key indicators of SES under study are the educational level of the parents, income, availability of educational and learning resources, and the school infrastructure. The study also addresses how the inequalities mentioned above affect the students’ motivation, exposure to the English language in the family, and their general attitudes towards the English language. The study utilized a qualitative multiple-case study design with some quantitative components drawn from the analysis of the parallel English proficiency tests. The sample consisted of four students, two from each school, and their parents, using the purposive sampling technique. The data came from students’ English proficiency tests in reading and writing, and semi-structured interviews with parents and questionnaires on socio-economic status. Proficiency levels were compared using descriptive statistics, and thematic analysis was employed in the identification of patterns related to inequities in learning opportunities and exposure. This study shows the disparities in economic status that corresponds with the proficiency of English learned and the mastery of the English language. Students in larger urban settings that come from higher economic standing families showcase better proficiency and English skills, with confidence, are more media-rich and have greater exposure to English content and are more fluent in English. Those urban children receive positive reinforcement from their parents, have access to more advanced educational settings and even have private educational assistance. However, the parents in rural areas often do not speak English, which has a negative influence on the children and lack of conversation. Those children, however, rural school teachers also pointed to their lack of educational resources and large class sizes when there were communicative strategies they could use in their teaching. An English proficiency disparities study has also demonstrated that rural students are the most eager students despite those challenges. Close attention to the teaching practices and provision of equitable resources can narrow the gap as stated in the study.