Challenges in Remote ESL Learning in Under-resourced Language Classrooms: An Indian Perspective During and After the Pandemic

ABSTRACT

This study investigated the challenges encountered by English language educators, during the COVID-19 pandemic, who taught the learners of state-government schools in Tamil Nadu, India. The language teachers encountered several difficulties as the learners had no exposure to the second language (L2) other than the traditional classroom environment. The potential government responses to the learning loss as a result of the pandemic were examined in the study. A qualitative research was carried out based on semi-structured interviews conducted with teachers from two districts in the state of Tamil Nadu. It examined the role of Television and WhatsApp as readily available pedagogical tools chosen by teachers to keep the learning process active in distance mode of education during the pandemic. It’s effectiveness and limitations in educating the children were analysed in the study. The discussions revealed that the socioeconomic situations, the digital divide, lack of learner motivation and minimal parental support were the major concerns that needed to be addressed. The findings illustrated the importance of Mid-day-meals during the pandemic and its interdependence on the children’s education. It also highlights the digital resources that were created by the government, after the pandemic to continue the teaching-learning process in hybrid mode. Through the findings of the study, the causes for limited success for the initiatives undertaken by the authorities were examined. The government’s current efforts for the benefit of learners in the form of digital initiatives, to address the students’ learning losses were studied. Furthermore, the results have implications towards the necessary measures needed to improve the hybrid mode of learning by bridging the existing digital divide.

KEYWORDS:

• Digital divide
• equality in education
• inclusivity
• socially just teaching
• underresourced classroom

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Disclosure statement

No potential conflict of interest was reported by the author(s).