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Amitava Das

Abstract

Young learners from all over the world today are facing indescribable problems to continue with their basic formal learning due to Covid Lockdown and the closure of schools for more than a year. The rural Indian scenario is more than horrible. Government schools arethe only source and hope of learning language properly in rural India. Learning English alongwith any of the vernacular languages properly boosts both the confidence and acceptability inthe job sector. Good communication in English is a necessary criterion in a cosmopolitan society. But English is not taught as a language but as a subject in most of the government schools. English language teachers are not properly trained to teach English language as a medium of communication. After completing class 12 exams, only a few students can confidently communicate in English. Sadly, even after passing colleges, the percentage of English speakers and communicators is barely hopeful. And it is not a post-Covid scenario but pre-Covid one. The present paper tries to realize the situations of the first generation Young English learners in rural government schools; the challenges that they face during learning this so called foreign but otherwise the official language of India, the probable solutions to ease out the situations in the post-Covid scenario and how rural India can emerge as a outstanding human resource that can interact in English language fluently and grow using the tools of mobile telecommunication and information technology if the government schools are properly backed and supported digitally after the possible implementation of NEP-2020 and Post-Covid restructuring of education system

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