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SCIENTIFIC AND PRACTICAL BASIS OF TEACHING ENGLISH IN RURAL
SCHOOLS
G.S. Ergeshova, Senior Lecturer A.A. Abdurakhmanov, Lecturer EM. Bazarbaeva, Lecturer Osh State University (Kyrgyzstan, Osh)
DOI:10.24412/2500-1000-2024-5-3-221-224
Abstract. Today, an important prerequisite for a successful career and active social interaction is the mastery of a foreign language. Especially for rural students who have their own views on the world around them, on communication with each other and with the teacher, teaching English presupposes motivation to learn. The article is an analysis and summary of the problems of foreign language teaching in rural areas. The author points out that a rural school is not only an institution of general education, but also a source of the well-being of the country, of stability, of the basic development of the society and of the spirituality of the people.
Keywords: teaching, language rural schools, student, teacher, motivation, foreign language learning, communication.
The rural school has its own peculiarities as a special place where education takes place in rural areas. In this article we will look at the specifics of teaching English to children in rural schools. We will also look at the specifics of education in peripheral areas.
In the modern world, knowledge of English is becoming an indispensable element for successful communication and adaptation in society, as borders shrink and information flows increase. Therefore, the issues of English language teaching in rural schools are topical and are in need of special attention. The main part of the English curriculum serves for the formation of the general culture, spiritual, moral, social, personal and intellectual development of the students, for the creation of the basis for independent learning activities, which ensures the development of creative skills, social success, self-improvement and self-development, for the preservation and further strengthening of the health of the students [1].
Integrated teaching is aimed at developing the potential of pupils. It encourages them to actively study the world around them, to find and understand cause-and-effect relationships, to develop their language skills, and to build their ability to generalise and compare. Non-standard and exciting forms of such integrated teaching should be used. The effec-
tiveness of the developmental component of such lessons can be concluded from the fact that the use of different types of work helps to maintain the pupils' attention at a high level. They contribute to the alleviation of fatigue and overwork of the pupils through the possibility of switching to different types of activities as a result of the increase in cognitive interest.
The innovation of the educational environment - a system of tools, resources and technologies that would ensure the fulfilment of the requirements for the results of mastering the basic educational programme in an educational institution - should ensure the effectiveness of the modern education and training process. However, in rural schools, where the teaching of foreign languages is a major problem, the state requirements often do not correspond to the reality. The catastrophic shortage of trained teachers is the main reason for this. At present, these positions are mostly filled by part-time teachers or by teachers who have additional training (in addition to their main profession) and who, as a result, have no competence in the area of free communication in foreign languages [2].
As a consequence, English teachers in rural schools are faced with a pedagogical, organisational and methodological task: to
find ways to solve the above-mentioned problems in order to meet the requirements of the State Standart, bearing in mind the specificities (advantages and disadvantages) of rural schools. This is where innovative technologies can be of help.
Limited access to quality learning materials is one of the biggest challenges facing students in rural schools. English language teaching is limited in many rural schools due to fewer resources and opportunities. A rural school must have access to up-to-date textbooks, audio and video materials, computers and the internet in order to provide effective English language teaching. It is also important to recognise that learning to work with Information Technology requires skilled professionals who have sufficient knowledge to use it effectively.
With limited resources and access to the latest technology, rural schools face the challenge of providing quality education, including English language learning. Let us take a look at some of the key issues that influence the advantages and disadvantages of this situation, as well as the opportunities for improvement [3].
Limited access to quality learning materials is one of the biggest challenges facing students in rural schools. English language teaching is limited in many rural schools due to fewer resources and opportunities. A rural school must have access to up-to-date textbooks, audio and video materials, computers and the internet in order to provide effective English language teaching. It is also important to recognise that the process of learning to work with Information Technology requires qualified professionals who have sufficient knowledge to use it effectively. One of the main ways of solving the problem of access to quality teaching materials and improving the skills of teaching staff is to introduce information technology into the educational process.
The level of access to technology and internet connectivity can affect the English language teaching process in a rural school. Teachers and students may face additional challenges due to limited access to modern technology. However, with the right approach, using technology can enrich learning
by providing access to interactive materials and opportunities for virtual teaching or sharing with institutions in other regions and countries. Here, modern computer programmes and online resources may provide valuable tools for rural English language learning. It is necessary to actively introduce information technology into the teaching process in order to improve the quality of English language teaching [4]. As a result, learning will be more interesting and effective. Rural schools can be equipped with internet access, interactive whiteboards and other modern technologies.
The shortage of qualified teachers is another disadvantage of teaching English in rural schools. Rural schools often have difficulties in the recruitment and retention of highly qualified teachers, particularly in a number of areas, one of which is the teaching of English. Organising professional development for teachers and inviting guest teachers to give masterclasses are possible ways of addressing this problem. In order to improve the quality of English teaching in rural schools, mentoring programmes, professional development and exchange of experiences can play an important role [5]. Teachers' professional competence can also be improved by organising training seminars, webinars and master classes.
Despite these challenges, teaching English in rural areas is not without its advantages. Firstly, rural students have their own characteristics that need to be considered when organising the learning process. The needs and interests of rural students can be very different from those of their peers in urban schools. Firstly, class sizes are usually smaller. This allows teachers to be more individual and personal with each student and to use local resources and cultural contexts for language learning. Because of its applicability in the modern world, rural students often have a greater interest in learning a foreign language. Learning can be made more meaningful and interesting for students by integrating local cultural aspects into the English language learning process. Teaching staff can use language exercises, discussions and literature that reflect local traditions and customs, mak-
ing lessons more attractive and meaningful for students.
On the other hand, the village school can be a real socio-cultural centre of the village. It is a meeting place for the villagers and organises various events such as concerts, exhibitions and sports competitions. As well as creating favourable conditions for learning, the organisation of additional classes and activities will help to develop the cultural and sporting interests of children and adults, offering more opportunities for language practice and enriching the educational experience. Teachers can make learning more interesting and meaningful for students by integrating local culture, traditions and history into the learning process.
Collaboration between school and family is an important aspect of teaching English in rural schools. It is necessary to establish a more active and closer contact between parents and teachers as parents play an important role in motivating and supporting their children. Parents should be actively involved in the educational process, supporting their children's learning of English, helping them with their homework and motivating them to study. Interaction between family and school can be achieved by organising parent-teacher meetings and parent-teacher committees, as well as by using interactive online platforms where parents can learn about the learning process and get involved in supporting it.
Therefore, in order to overcome the problems and improve the quality of education in rural schools, a systematic approach and specific procedures are needed, whose imple-
tion in rural schools and overcome some of the identified problems, i.e.:
- Motivation and training of the teachers: Regular teacher development and training programmes, including refresher courses in teaching English, using modern methods and educational technology. This may include the organisation of seminars, training workshops and the exchange of experienced teachers.
- Technology integration Creating accessible and up-to-date learning programs, using interactive boards, computer programs and online resources to enrich the learning experience. Key elements for successful integration are access to high-speed internet and teacher training in the use of technology.
- Support for students: Providing additional learning programmes to enrich students' educational experiences and bridge any gaps in language learning, including individual and group tutoring, camps and English summer schools.
- Engaging with the local community: Organising events, supporting programmes and building partnerships to enrich the educational environment, involving parents, local experts and volunteers.
- Adapting the curriculum: Developing curricula to increase the interest and relevance of English language learning in rural schools, taking into account local traditions, customs and cultural contexts [6].
If applied efficiently, these practices can significantly improve the quality of education in rural schools, overcome existing problems and provide pupils with the highest level of education.
mentation will improve the quality of educa-
References
1. Coady, M. R. (2019). "They just don't know who we are": Teacher Education of Rural English Learners. The TESOL Encyclopedia of English Language Teaching, January, 1-6. https://doi.org/10.1002/9781118784235.eelt0979.
2. Brown, H. D. (2013). Teaching by principles an interactive approach to language pedagogy. Pearson Education. https://octovany.files.wordpress.com/2013/12/ok-teaching-by-principles-h-douglas-brown.pdf.
3. Milon, R. K. (2016). Challenges of teaching English in rural primary schools in Bangladesh: Some recommendations. ELK Asia Pacific Journal of Social Science, 2(3). http://doi.org/10.16962/EAPJSS/issn.2394-9392/2014.
4. Hossain, M. (2016). English language teaching in rural areas: A scenario and problems and perspectives in the context of Bangladesh. Advances in Language and Literary Studies, 7(3), 112.
5. Kormos, E., & Wisdom, K. (2021). Rural schools and the digital divide: Technology in the learning experience and challenges to integration. Theory & Practice in Rural Education (TPRE), 11(1), 25-39.
6. Shahnaz, M., & Saleha, I. (2021). Teaching English in a rural school: How the pandemic affects teachers' beliefs and practices. Advances in Social Science, Education and Humanities Research, 546, 334-340.
НАУЧНО-ПРАКТИЧЕСКИЕ ОСНОВЫ ПРЕПОДАВАНИЯ АНГЛИЙСКОГО
ЯЗЫКА В СЕЛЬСКОЙ ШКОЛЕ
Г.С. Эргешова, старший преподаватель А.А. Абдурахманов, преподаватель Э.М. Базарбаева, преподаватель Ошский государственный университет (Кыргызстан, г. Ош)
Аннотация. Сегодня, важным условием успешной карьеры и активного социального взаимодействия является владение иностранным языком. Особенно для сельских студентов, имеющих свои взгляды на окружающий мир, на общение друг с другом и с преподавателем, преподавание английского языка предполагает наличие мотивации к обучению. Статья представляет собой анализ и обобщение проблем обучения иностранному языку в сельской местности. Автор отмечает, что сельская школа - это не только учреждение общего образования, но и источник благополучия страны, стабильности, базового развития общества и духовности народа.
Ключевые слова: обучение, языковые сельские школы, ученик, учитель, мотивация, изучение иностранного языка, коммуникация.
