Challenges and Strategies of Managing Extra Classes of English in Community Schools

Abstract

Community schools in Nepal have identified the importance of extra classes of English to improve students' learning outcomes and to meet parental expectations for their children's better English language proficiency. However, managing such classes is a challenging task for schools. The study aimed to explore the challenges faced by head teachers, English teachers, Chairpersons of school management committees (CSMCs), parents, and students in conducting extra-classes of English for school-level students in community-based schools in Surkhet. The qualitative research design was followed to explore the subjective experiences of stakeholders regarding the challenges they face and the strategies adopted to mitigate them. Experiences shared by ten purposively selected stakeholders in semi-structured interviews were transcribed for analysis to identify patterns and regularities for thematic analysis. The stakeholder reported the positive impact of extra classes of English on students' performance and learning outcomes and prioritized the need for extra classes of English. However, the headteachers, English teachers, CSMCs, parents and students reported several challenges of conducting such classes. Lack of funds, limited time, large class size, level of students, socio-economic status and mixed ability students in the classroom were the main challenges of regulating extra classes of English. Despite these challenges, the classes were managed with occasional internal school funds and minimal tuition fees. In spite of challenges in conducting extra classes, the participants highlighted the importance of the classes in improving students' English proficiency.