An exploration of limitations and challenges in early childhood english learning : a comparative case of public primary schools in Dhaka and Kolkata

Abstract

This qualitative research investigates the limitations and challenges encountered by early childhood learners of English enrolled in public primary schools in Dhaka and Kolkata. Both cities, located in the eastern region of the Indian subcontinent, were part of the undivided Bengal province prior to the partition of India. Despite their political separation, they continue to share Bengali as a common lingua franca. In both cities, learners in public primary schools typically study Bengali as their first language and English as a second language. Employing a comparative case study design, this study focuses on the experiences of early childhood pupils within public education systems. It adopts an inductive methodology grounded in interpretivist and critical paradigms, while being framed within the constructivist paradigm of education and language acquisition. In addition to constructivism, the study draws on theoretical frameworks including World Englishes, linguistic imperialism, symbolic power, cultural capital, linguistic nationalism, imagined communities, language and identity formation, and linguistic ecology. Data was collected using a non-probabilistic sampling strategy from three key participant groups in each city: experts (with professional experience in ESL policy and planning), early childhood teachers, and pupils enrolled in public primary schools. Pupil surveys were conducted in classroom settings in the presence of a guardian, teacher, or principal to ensure adherence to ethical standards. Data collection methods included interviews, surveys, and non-participatory classroom observations. All data was gathered cross-sectionally, triangulated, and analysed using thematic analysis. Findings reveal that early childhood English learning is shaped significantly by religious and political ideologies in both cities. Political interference in public education has, in many cases, disrupted conducive learning environments. English continues to be viewed ambivalently, regarded with suspicion in some social and cultural circles, yet dominant in others due to its perceived socio-economic capital. A strong correlation was observed between socio-economic status and access to quality English education. Key challenges identified include pupils’ fear of speaking English in class, limited interaction with teachers, inadequate diversity in teaching methods, insufficient infrastructure for addressing pronunciation and grammar, and congested, unhealthy, and competitive school environments. These factors undermine learners’ ability to acquire English effectively. Moreover, the dominance of pre-digital, teacher-centred approaches over more interactive, pupil-centred methodologies highlights the need for pedagogical transformation. The study identifies a pressing need to curb religious and political interference in early childhood learning spaces. Significant work is also required to support the transition from teacher-centred, pre-digital ESL approaches to more learner-centred, interactive practices. The findings further suggest that urban planning and policy have a direct bearing on early childhood language learning within public schools in Dhaka and Kolkata. Reforms are necessary in pupil-to-teacher ratios and in the integration of language-in-education policies with the broader science education framework.