Published Paper Details:

In multilingual India, the skill in English remains a ranking issue of academic success and social-economic mobility. Nonetheless, students with a school background in Bengali language still face the same challenge as they do not successfully acquire effective English-speaking skills despite years of study. This study investigates the contextual issues underlying oral fluency with these learners especially regarding curriculum design, examination-based teaching and learning, as well as the insufficient experience of real communicative practices. Most of the institutions in the Bengali medium prescribe a syllabus that gives more emphasis on reading and writing abilities than oral ability and therefore provides an imbalance between language knowledge and communicative abilities. There is also a very strong culture of exam mentality that does not encourage spontaneous speech and communication since the students are taught to repeat memorized materials but not to have a conversation in real life. The socio-cultural setting also restricts the exposure to English discussions in and out of the classroom, which also strengthens linguistic reluctance and insecurity. By using the method of qualitative interviews, classroom observations, and teacher-student surveys, this research aims to find out the pedagogical gaps and socio-psychological barriers that influence the English oracy. The results indicate the need to incorporate communicative language teaching (CLT) practices, change curriculum goals, and facilitate a conversational learning environment. Finally, the paper supports a change in product-based language learning to the process-oriented model that fosters active participation, interaction, and confidence among the learners using Bengali medium.