28/08/2025
Overcoming challenges in learning English in Rural areas: a view from Sughd region, Tajikistan.
Learning English has become one of the most important skills for young people in Tajikistan. It opens doors to education, jobs, and opportunities beyond borders. But in the rural areas of Sughd region, the path to learning English is often difficult and filled with barriers. As someone who has worked with rural teachers, parents, and students for many years, I have seen both the challenges and the quiet successes that give us hope.
Limited Access to Qualified Teachers
One of the biggest obstacles is the lack of qualified English teachers in villages. Many schools rely on young teachers with little training, or teachers who themselves never had a chance to practice English in real communication. As a result, children often memorize grammar rules without learning how to speak or listen. This makes English a subject to fear, not a skill to enjoy.
Lack of Resources and Technology
In most rural schools, textbooks are outdated and there are almost no modern resources like audio materials, projectors, or even internet access. Students rarely hear English spoken by native speakers, and many do not have dictionaries or access to online platforms. A rural girl once told me, “I know English exists in the world, but in our school it only lives in the book".
Another challenge is the social environment. In villages, many families expect girls to marry young rather than continue studies. Parents often see English as “not practical,” especially compared to Russian, which is widely used for jobs. For many children, especially girls, the dream of learning English can end before it even begins.
How We can Overcome These Barriers
Despite these difficulties, change is happening. In Sughd region, I have seen incredible resilience from both teachers and students. Together with local organizations and EWB we have:
Organized teacher trainings to improve methodology and confidence. Even one motivated teacher in a rural school can change the lives of dozens of students.
Introduced emotional intelligence and motivation workshops, helping students build confidence, reduce fear of speaking, and believe in their abilities.
Created peer-learning circles, where stronger students support weaker ones and practice English in a safe, friendly environment.
Brought digital literacy and online tools (where internet is available) to show children that English is not just a school subject — it is a bridge to the world.
The challenges in rural Sughd are real, but they are not impossible to overcome. Every training, every mentoring session, every small investment in teachers and students multiplies across communities. When a young girl from a village begins to speak English with confidence, she is not only learning a language — she is opening a door for her entire community to believe in education and in a better future.
English in rural Tajikistan is not just about grammar. It is about dignity, confidence, and hope. And with continued effort, we can turn these challenges into opportunities for every child, no matter where they were born.
Shoira Sharipova,
a teacher trainer, mentor and coach
