| Abstract: |
This research investigates the relationship between native language proficiency and English communication competence among secondary school students in India. The study examines how mastery of the mother tongue influences students’ ability to learn and communicate effectively in English classrooms. A mixed-method approach was employed, incorporating quantitative surveys and qualitative interviews with 280 secondary school students and 45 English teachers across five states in India. The hypothesis proposed that students with strong native language foundations demonstrate better English communication skills than those with weaker mother-tongue competency.
Results revealed a positive correlation between mother-tongue mastery and English proficiency, with students possessing strong native language skills scoring 34% higher on English communication assessments. The findings further indicate that translanguaging practices and strategic code-switching significantly enhance comprehension and classroom engagement. However, challenges remain, including inadequate teacher training, limited pedagogical resources, and institutional resistance to multilingual approaches.
The study concludes that integrating native language support into English instruction improves learning outcomes and recommends policy reforms to promote bilingual pedagogical strategies in Indian secondary education. |
