Effects of Learning Gaps of Second Language Instructions among Kokborok Speaking Students: A Review Study

This study examines the challenges that Kokborok-speaking students encounter in second language instruction. Many Kokborok-speaking students are unsuccessful in school, not due to their lack of ability, but because they are not first developed as learners in their home language Kokborok. When children do not learn through their home language in their early years, they find it more challenging to follow lessons, engage with the class, and not completely fail when undertaking transmissional or formal assessment of learning. Research has demonstrated that not using a student's home language in schooling can diminish confidence and interest in learning, and many Kokborok-speaking students feel marginal in schooling, as their language and culture are not included anywhere in the classroom. As they will be able to propose, teachers often do not receive training, or have the educational resources, to teach in Kokborok as a second language. Research in other contexts has suggested, however, that when very young children are taught first in their mother tongue, this does assist them to learn a second language, and be successful learners in school. This study argues that it is essential to develop Kokborok-language based and supporter mother tongue teaching approaches in school, train teachers to do so, and provide educational resources in Kokborok. In the interest of providing equitable learning opportunities that will allow them to close the learning gap, as well as sustain the language and its associated culture.