Despite the increasing importance of English as a global language, many students in our country especially in rural areas struggle to write even a single coherent sentence. Having nearly two decades of teaching English experience in a higher secondary college, I have a deep observation that the roots of this issue lie primarily in inadequate early childhood education. This article explores how deficiencies in early education contribute to the struggles of English language learning at the higher secondary level, alongside other interconnected challenges.

Early childhood education (ECE) plays a vital role in establishing the groundwork for effective language acquisition and literacy development. According to World Bank research, less than 14% of children aged 3-5 years in rural Bangladesh receive early education, resulting in a significant gap in their preparation for primary school.

The lack of exposure to English during formative years hampers students' ability to develop strong language foundations. Research indicates that children who do not receive adequate ECE are more likely to struggle academically later on. A study found that students from rural areas consistently perform poorly in English highlighting the disparity created by deficient early education.

Creative small courses like "English for children", "Learning English through game", "Learning for pleasure" can be arranged by skill developing centre or organization affiliating with the pre-primary or primary educational institutions. Researchers from our Universities who have experience of other countries education or foreign educators can be invited to exchange their thinking to create English learning environment with the student which will increase their cultural abilities too.

Constraints of skilled teachers compound the problem worse. The World Bank highlights that around 22% of government primary schools with pre-primary classes operate without a dedicated and trained pre-primary teacher. A study revealed that most teachers do not follow structured teaching guides or utilize interactive methods, which are essential for engaging young learners.

Many educators in rural areas lack access to professional development opportunities. Unavailable scope of visiting other institutions home and abroad make them like the frogs of well with limited knowledge. No fund for research discourages teachers to learn about new teaching technology. To a greater extent, many existing teachers lack familiarity with modern pedagogical approaches and effective teaching strategies.

Teacher should be up-to-date, curious and focused about new thinking of education. Implementing the blending process on early childhood education can equip teachers with effective strategies for fostering language skills from an early age. Award for Creative and innovative teachers will encourage them to be enthusiast to new methodology, pedagogy, education technology etc.

Socioeconomic conditions and cultural factors further complicate the educational landscape. Many families in rural areas face financial crisis which limit their ability to provide educational materials or additional tutoring services. Additionally, cultural factors may discourage children from practicing English due to fear of making mistakes. Rural students sometimes emerge in inferiority complex comparing themselves with urban counterpart.

Community engagement initiatives aimed at promoting the value of English language skills can help shifting these perceptions. Arranging workshop for both urban and rural students together can create a scope to exchange cultural exchange between them. Visiting urban institutions by rural students and rural institutions by urbans would make them free to one another and the curtain of hesitation would be lifted.

Psychological barriers, such as feelings of inferiority can hinder language learning. Creating a supportive environment where mistakes are viewed as opportunities for growth can empower students. Teachers can foster this supportive atmosphere by celebrating small successes and providing constructive feedback. Mentorship programs pairing older students with younger learners can also create a culture of support.

Besides, many rural students perceive English merely as an academic subject rather than a practical skill necessary for communication. This mindset can result in reluctance to engage with the language outside of classroom settings. Making group with international students and making conversation with them may remove their shyness and build up their confidence level more than before.

To create lasting change, government bodies and policymakers must prioritize educational reforms. This includes allocating funds for early childhood education, ensuring access to qualified teachers and resources, and establishing clear guidelines for early childhood curriculum. Policymakers should also incentivize teacher training programs more elaborately including travelling home and abroad' educational institution for a period of time. Opportunity should be given for professional development.

Addressing the challenges faced by English language education in rural Bangladesh requires a collective effort from educators, policymakers, parents, and communities. By focusing on improving early childhood education, investing in teacher training, enhancing resource availability, revising curriculum, and fostering community support, we can bridge the gap between rural and urban education.

The foundational gap which is created by all these things referred in this article should be removed otherwise it can lead to avoid long-term academic challenges and limit opportunities for future success. It can be said that empowering our youth with strong English language skills will not only enhance their academic prospects but also open doors to future opportunities. Let us rise to this challenge with determination and creativity because every child deserves the chance to shine which will glow their way to bright future.

Shamim Ara Islam, Assistant Professor, English Dept, Kashinagar Degree College, Chouddagram, Cumilla