Need and Impact of Spoken English Classes for Parents in Rural Areas: "A Study in the Context of English Medium Schools."

Education systems in rural India are undergoing rapid transformation. Due to the growing popularity of English-medium schools, rural families are increasingly enrolling their children in such institutions. However, most parents are primarily proficient only in Hindi or local languages. Limited knowledge of English creates challenges not only in understanding school-related activities but also in assisting children academically. This study investigates the practical challenges faced by rural parents regarding the English language and proposes feasible solutions. A survey was conducted in five villages near the school, including 120 parents. Using questionnaires, interviews, and focus group discussions, the study found that approximately 87% of parents feel uncomfortable due to inability to comprehend English vocabulary in school communication, examination results, or child interaction. About 72% reported being unable to assist their children with homework or projects, while 65% acknowledged that basic English knowledge would enable them to support their children better. The study concludes that minimal knowledge of Spoken English, particularly everyday vocabulary, plays a critical role in empowering parents in rural areas. Innovative school-level interventions are necessary. Based on the findings, it is recommended that schools organize weekly Spoken English classes for parents, focusing on common words, sentence structures, and practical communication. This initiative can enhance parental language skills and strengthen the teacher–parent–student triad. Long-term benefits include increased parental confidence, active participation in school activities, improved learning environments for children, and narrowing of the linguistic gap in rural communities. Regular community-level activities by schools can significantly improve the quality and engagement of rural education. Thus, this study emphasizes that the success of English-medium schools depends not only on students’ progress but also on parental linguistic awareness and participation. The findings provide a practical guide for schools to ensure real engagement, dialogue, and empowerment in rural education.