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The KDA assessment covered 201 students in classes 6 and 7 across 20 government schools where English-medium instruction was introduced in the 2019-20 academic year
The report recommends strengthening classroom interaction, encouraging independent speaking and writing, and providing teachers with better training to improve language-learning outcomes. Representational image
Even students in Class 7 studying in government English-medium schools are struggling to narrate a simple story in English, understand what they read and frame independent sentences, a study by the Kannada Development Authority (KDA) has found.
“A seventh grader cannot tell a short story in English,” the report states, highlighting the gaps in English language learning among students in government schools. The findings raise questions about whether switching the medium of instruction alone can improve students’ proficiency.
The assessment covered 201 students in classes 6 and 7 across 20 government schools where English-medium instruction was introduced in the 2019-20 academic year. The schools are located in Chamarajanagar district. The study evaluated four key language skills like listening, speaking, reading and writing, using 12 learning outcomes.
According to KDA Chairman Dr Purushottama Bilimale, students struggled to communicate in complete sentences, engage in simple conversations and express their opinions independently. While many could read textbook passages, they faced difficulties understanding their meaning and answering questions based on them.
The report also highlighted problems with spelling, writing and the practical application of grammar, indicating that learning in many cases remained limited to memorisation rather than meaningful language use.
Limited exposure to English, lack of confidence
The study identified limited exposure to English outside the classroom as a major challenge. Even in rural areas, children do not hear English frequently enough beyond school, while opportunities to listen, respond and speak in the language remain limited in classrooms.
At A Glance
A study by the Kannada Development Authority assessed 201 students in classes 6 and 7 across 20 government schools in Chamarajanagar district.
English-medium instruction was introduced in these evaluated government schools during the 2019-20 academic year.
The assessment revealed that seventh-grade students struggled to narrate a simple story, understand read material, and frame independent sentences in English.
The report concluded that changing the medium of instruction alone without addressing foundational linguistic issues does not make language learning successful.
As a result, students often give one-word answers and struggle to construct independent sentences. The report also found that children lacked confidence when speaking, particularly while describing personal experiences, expressing themselves and pronouncing words.
Students faced difficulties identifying common objects in pictures and writing their names correctly. The assessment also revealed a gap between reading and comprehension: children could read texts but often failed to understand their meaning or answer questions based on them.
‘Changing medium of instruction alone does not help’
The report makes a pointed observation on the limitations of English-medium instruction without a strong linguistic foundation.
“Changing the medium of instruction alone does not make language learning successful,” it states, adding that education in the mother tongue is the best model for a child’s overall development.
The report argues that students need proficiency in a familiar language before they can effectively acquire another language. It stresses that a strong foundation in the mother tongue helps children develop understanding, confidence and the ability to learn other languages.
Bilimale said changing the medium of instruction without addressing these foundational issues was a “suicidal development”. He argued that the government should strengthen Kannada learning while simultaneously adopting effective methods to teach English.
Learning remains limited to textbooks
The report observed that students had some exposure to English but lacked the ability to use it actively and independently. They could recognise familiar words, follow simple classroom instructions and recall memorised answers, poems or textbook sentences. However, they struggled to form their own sentences, express ideas freely, apply vocabulary in new contexts and understand unfamiliar questions or texts.
It also flagged the tendency to teach grammar in isolation rather than through contextual use. The report called for child-centred, communication-based and context-specific teaching methods that encourage students to use language in practical situations.
Education Department’s next steps under scrutiny
The study was prepared in collaboration with Dr GS Jayadeva, head of the Deenabandhu Trust in Chamarajanagar, noted Kannada writer Dr Krishnamurthy Hanur and other education experts.
The report recommends strengthening classroom interaction, encouraging independent speaking and writing, and providing teachers with better training to improve language-learning outcomes. It also emphasises the need to move beyond rote learning and create opportunities for creative expression and comprehension.
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Harish Upadhya, an Assistant Editor at CNN-News18, reports from Bengaluru. Political reporting is his forte. He also tracks India’s space journey, and is passionate about environmental reporting and R…Read More
October 27, 2026, 5:53 PM IST
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