TEACHERS’ PERSPECTIVES ON CHALLENGES IN TEACHING ENGLISH TO YOUNG LEARNERS IN URBAN AND SEMI-URBAN MAHARASHTRA

Abstract

This study examines the challenges experienced by teachers while teaching English to young learners in a non-native English-speaking context, with particular reference to Thane, Mumbai, and the neighbouring sub-cities of Kalyan, Ulhasnagar, Bhiwandi, Badlapur, and Kasara. The study is situated within the broader context of multilingual Indian classrooms, where learners may have limited opportunities to use English beyond school. A mixed-methods approach with a dominant qualitative orientation was adopted. The reported study involved 50 primary-school English teachers and used questionnaires, semi-structured interviews, classroom observations, and focus-group discussions to explore instructional practices and contextual barriers. The findings indicate that limited exposure to English outside school, large class sizes, learners’ low confidence and fear of making mistakes, inadequate teaching resources, and insufficient teacher preparation are important challenges. Teachers also reported positive outcomes from interactive approaches, including games, storytelling, role-play and group activities, as well as phonics-based instruction. The paper argues that effective English teaching for young learners requires an integrated response involving child-centred pedagogy, teacher professional development, supportive classroom environments, appropriate resources, technology, and parental involvement. The study contributes a context-sensitive perspective on English language teaching in urban and semi-urban settings and offers implications for teachers, school leaders, parents, and educational policymakers.