From Deficit to Empowerment: Addressing Traditional Challenges in English Language Learning among Rural Students of Howrah through NEP 2020

Abstract

English language learning among rural students has long been constrained by various socio-economic, linguistic, and infrastructural challenges. Learners in rural areas of Howrah often face limited exposure to English, inadequate learning resources, insufficient language-rich environments, and traditional teacher-centered pedagogical practices, resulting in low confidence and poor communicative competence. This study examines the persistent barriers to English language acquisition among rural learners and explores how the National Education Policy (NEP) 2020 provides a transformative framework for addressing these challenges. The policy's emphasis on multilingualism, experiential learning, competency-based education, inclusive pedagogy, and learner-centered approaches offers significant opportunities for empowering students rather than viewing them through a deficit lens. The paper highlights how innovative classroom practices, technology integration, contextualized learning materials, and enhanced teacher capacity can foster positive attitudes toward English learning while preserving local linguistic identities. By shifting the focus from learners' limitations to their strengths and potential, NEP 2020 promotes equitable access to quality language education and supports the development of communication skills essential for academic success and future employability. The study concludes that the successful implementation of NEP 2020 can transform English language education in rural Howrah from a system characterized by challenges and exclusion to one centered on empowerment, inclusion, and holistic development.