Abstract
Due to pedagogical, linguistic, infrastructure, and socioeconomic limitations, teaching English in rural India poses particular difficulties. Promising advantages of the Direct Method, which places a strong emphasis on immersive, target-language-only training, include improved fluency and natural language acquisition. Large class numbers, a lack of qualified teachers, a lack of resources, and little exposure to English outside of school are some of the major obstacles it encounters when implemented in rural areas. In order to improve the effectiveness of the Direct Method in rural India, this study examines these issues and suggests solutions, including teacher training programs, the use of inexpensive visual aids, community involvement, technological integration, and policy-level assistance. This study makes the argument that, with modification, the Direct Method may be a successful teaching strategy even in rural areas with little resources. It is based on a review of the literature, qualitative observations, and case studies.
KEYWORDS
English Teaching, Direct Method, Rural India, Language Pedagogy, Teacher Training, Language Immersion.
Zainab Ali1, Anmol Bhat2, Asghar Ali Ansari3*
1Research Scholar, Department of English, A.M.U. Aligarh-202001, U.P., India
2,3School of Languages, Literature & Society, Jaipur National University, Jaipur-302017, Rajasthan, India