Authors: Mufsin P. K
Abstract: At the Higher Secondary level, English functions both as a subject and as a crucial medium for learning, assessment, and communication. However, a significant number of learners struggle to meet the academic demands of this stage due to weak foundational language skills, limited exposure to English, and strong language inhibition. These factors act as major barriers to comprehension, classroom interaction, and academic performance. This paper presents a classroom-based reflective study that examines how the lack of basic English proficiency affects teaching and learning at the Higher Secondary level. The study is based on sustained classroom observation and teacher–student interaction in a government school context in Kerala. It analyses the major challenges faced by learners and proposes practical, classroom-level strategies to support them. The study argues that addressing foundational gaps and affective barriers is essential for meaningful English language learning at the Higher Secondary level.
DOI: http://doi.org/10.5281/zenodo.18388086
