The Proficiency and attitudes of secondary school students in Bengali language as the mother tongue: A study in the South 24 Parganas District

This quantitative research investigates the proficiency levels and attitudes of secondary school students towards Bengali language as their mother tongue in the South 24 Parganas District of West Bengal, India. The study fills a critical gap in the literature by focusing on the Bengali-speaking community within a predominantly monolingual context, shedding light on the intricate dynamics influencing language learning outcomes. Through rigorous methodologies, nuanced insights into the complex interplay between language proficiency, attitudes, socio-economic factors, and educational resources were revealed. Analysis of proficiency levels highlighted variations across reading, writing, listening, and speaking domains, emphasizing the need for comprehensive language instruction tailored to address specific skill deficiencies. While reading and writing skills generally scored higher, challenges were observed in listening and speaking proficiency, indicating areas for targeted intervention and support. Furthermore, the exploration of students' attitudes towards Bengali language uncovered a generally positive disposition towards the mother tongue, with notable variations in perceptions, motivations, and engagement with the language curriculum. The significant relationship between attitudes and overall engagement suggests the pivotal role of fostering positive attitudes in enhancing students' motivation and participation in language learning activities. Moreover, the study revealed a moderate positive correlation between proficiency levels and attitudes towards Bengali language, highlighting the reciprocal relationship between language proficiency and attitudes. Additionally, the influence of socio-economic status and educational resources on language proficiency and attitudes emerged as significant factors warranting attention. While initial analysis indicated potential disparities based on socio-economic factors, further investigation is required to understand the full extent of these differences and their implications for language learning outcomes. Overall, the findings contribute valuable insights to the existing literature on language education, emphasizing the importance of considering socio-cultural context and individual learner characteristics in designing effective language education policies and practices. Further research using advanced statistical techniques and longitudinal studies is warranted to validate these findings and inform evidence-based language education policies and practices, aiming to enhance language proficiency, promote linguistic inclusivity, and facilitate academic success among students in Bengali-speaking communities.