Impact of socioeconomic status on english language learning

Abstract

This thesis entitled the impact of socioeconomic status on English language learning among Nepalese students employs a qualitative research methodology. English language Learning is crucial for learning achievement and mobilization of social factors, particularly in a diverse socio-economic panorama of Nepal. The thesis explores how SES factors like family education, family income, and professional development influence students' learning in English language learning in government schools and private school. The research adopts a qualitative method to explore experiences and perceptions of guardians, students, parents, and educationist and educators vis-à-vis SES disparities in English language learning. Interviews with the concerned stakeholders provide deep insights into the socioeconomic status (SES) shaping English language Learning. Key findings of this thesis shows that SES indeed impacts English language Learning access attributed to resources, moral support , economic support, educational support, and English-medium instruction even at home. The implications for educational policies and practices include recommendations to increase equity in English language learning by providing equitable access to socio-cultural resources, professional development for teachers, and national curriculum adaptations helping to diverse learner needs. By addressing these challenges, educationist, stakeholders and policymakers can boost up inclusive educational setting that support English language learners from all socio-economic backgrounds in Nepal.