An Analytical Study of English Communicative Competence Among Tribal Learners: A Case Study of Eklavya Model Residential Schools (EMRS) in Odisha

Abstract

This study analyzes the English communicative competence of tribal students in Eklavya Model Residential Schools (EMRS) across Odisha. Using a mixed-methods approach, it evaluates linguistic, sociolinguistic, discourse, and strategic competencies among 400 secondary school learners. The findings reveal a significant gap between structural knowledge (grammar and vocabulary) and functional language utilization. This divergence stems from first-language (L1) interference, socio-cultural anxiety, and a systemic lack of immersive English environments. While reading and writing skills show moderate development due to exam-centric pedagogy, oral communication and listening comprehension remain severely underdeveloped. The paper concludes with actionable structural and pedagogical interventions to bridge these communication gaps.