Impact, Challenges, and Accessibility of Bilingual Textbooks in Enhancing Learning and Language Development in Government High Schools of Mahabubabad District, Telangana

Mohammed Takhee Pasha , R. Vennela

Department of Humanities and Social Sciences, National Institute of Technology Warangal, Telangana, India

Corresponding Author Email: takhee@rediffmail.com

DOI : https://doi.org/10.51470/eSL.2025.6.2.13

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Introduction

Education is a very important aspect in molding the thinking and language skills of students, especially in nations like India where there are many languages. In Telangana, where Telugu is the prevailing language, teaching English as a second language in government schools has been a major change to make the students more world-ready. Bilingual textbooks—drawn up to teach in both Telugu and English—are a major resource that helps students learn languages alongside learning the subjects [1]. The textbooks are drawn up to connect students’ first language and English, therefore making it easier for them to learn vital subjects without language problems.

The use of bilingual textbooks in Mahabubabad district government high schools has both positive and negative factors. On the positive side, they allow students to transition slowly from learning in their mother tongue to proficiency in English. On the negative side, the availability of resources, the teachers’ ability to teach in two languages, and the convenience of students’ adjustment are factors that affect the effectiveness of this system [2]. In addition, rural and tribal schools in Mahabubabad have facility- and logistics-related problems, and hence it is difficult to make these textbooks accessible and reduce their effectiveness.

This study investigates the effects of bilingual textbooks on students’ learning and language development. It also reveals the challenges faced by teachers and students in using bilingual education [3, 21]. In addition, it confirms how readily available these textbooks are in Mahabubabad district government high schools. By studying these aspects, the study will prove the effectiveness of bilingual education and offer suggestions on how to improve it in order to improve educational performance.

Review of Literature

The use of bilingual textbooks in education has been researched extensively on how they enable individuals to acquire languages, think more effectively, and be made available in many schools. This section examines what has been documented on how bilingual textbooks influence learning, the issues they encounter, and their availability, particularly in public high schools. The review is organized under these broad topics: the significance of bilingual education, the effectiveness of bilingual textbooks, the issues in their application, and issues of accessibility.

1. The Contribution of Bilingual Education to Language Acquisition

Bilingual education is an excellent method of teaching students languages and performing well in school (Baker, 2011). Research indicates that students who are taught in both L1 and L2 are better able to think, read, and perform in school compared to students who are taught in one language [4]. [5] research places into perspective the trans languaging model, where students utilize both languages as instruments to comprehend and participate more in learning.

Mohanty (2006) has conducted a study on Indian education, and it is observed that bilingual education enables children to learn more effectively, particularly in tribal schools and rural schools. In Telangana, where Telugu is the local language and English is used more for teaching, bilingual textbooks enable students to adapt to an English-based curriculum.

2. How Bilingual Textbooks Facilitate Learning Outcomes

Bilingual textbooks facilitate the learning of the students [5]. Indian studies indicate that students using bilingual textbooks perform well in mathematics and science since they comprehend hard concepts in their native language prior to studying in English [6].

A research conducted by [3] compared bilingual and monolingual textbooks used by Andhra Pradesh rural schools. It concluded that students who used bilingual textbooks recalled more and performed better in problem-solving in academic subjects such as mathematics and science. The research also stated that bilingual textbooks ease mental pressure and allow students to learn academic English step by step without compromising the meaning of the content.

3. Issues with Bilingual Textbooks Utilization

Bilingual textbooks have advantages, but they also encounter challenges when applied, particularly in government schools. Teacher competence and training are huge issues [7]. Most teachers in government schools are not professionally trained to teach using two languages, which makes it difficult for them to effectively implement bilingual textbooks in the classroom.

An empirical research conducted by [8] on India’s multilingual education indicated that variation in translation and the necessity for standardized material pose enormous issues. Certain bilingual books are not properly translated, thereby confusing the students. Moreover, the teachers do not have the skill to use both languages equally because sometimes they excessively use the mother language and fail to assist the learners in enhancing their English language.

4. Bilingual Textbook Availability in Rural and Tribal Areas

Accessibility of bilingual textbooks is a central issue, particularly in rural areas. Evidence indicates that bilingual textbooks are not being made available proportionately in most Indian states, such as Telangana (Rao, 2020). Urban government schools are equipped with newer bilingual books, while tribal and rural schools are offered textbooks at a lagged interval, poor print quality, and no extra study material.

Based on a National Council of Educational Research and Training (NCERT, 2019) report, it is possible to make education more equitable by improving the textbook supply chain and making digital access to bilingual materials available. Online media such as e-learning platforms and open educational resources (OERs) are proposed to assist learners in less resourced schools.

5. Suggestions for Policies and Future Directions

Current education reforms, such as in the National Education Policy (NEP) 2020, place strong emphasis on multilingual education and the use of children’s mother language in early education experiences. Researchers, such as [10-20], call for policy action to offer pre-service teacher training in bilingual pedagogies, improve the quality of education content, and offer bilingual teaching resources. Research shows that parent participation in bilingual education can boost students’ motivation and proficiency in both languages [9]. Schools need to come up with strategies to incorporate parental participation in the learning process, particularly in regions where proficiency in English is low. Literature shows that bilingual textbooks have a crucial role in making it possible for government high school students to improve their language skills and better understand the subject that they study. To make such resources more effective, one must overcome issues of teacher training, accurate translation, textbook delivery, and availability of digital sources. Future research should take into account how technology is implicated in making bilingual education more practical and examine long-term impacts of bilingual textbooks on the educational and professional achievement of students.

Research Framework

The research structure of the study offers a convenient way to take into account the impact of bilingual textbooks on the government high schools in Mahabubabad district, Telangana. The study combines principles, goals, and methods in order to examine the degree at which bilingual textbooks make a difference in learning as well as in language acquisition.

This framework relates the Research objectives, Research questions, Research Themes, and Mapping to question items. It is a straightforward guide to conducting and analyzing the research.

1. Theoretical Perspectives

Bilingual textbooks in government high schools are introduced based on a number of language, thought, and education concepts that have established the significance of language in learning and growth. This research relies on these concepts to explain how bilingual textbooks influence learning, what obstacles they encounter, and how simple they are to implement to enhance learning and language proficiency in government schools in Mahabubabad district.

1. Cummins’ Interdependence Hypothesis (1979)

Cummins’ Interdependence Hypothesis or the Linguistic Threshold Hypothesis predicts that the ability of the first language (L1) has a critical effect on learning the second language (L2). The theory explains why bilingual textbooks can be used, considering that they help learners attain cognitive and language skills in the mother language (Telugu) and later extend to the study of the English language. Since bilingual textbooks present content in both languages, the learning is based on conceptual knowledge without the inhibitive factors of languages.

2. Vygotsky’s Sociocultural Theory (1978)

Vygotsky’s Sociocultural Theory is centered on the importance of social interaction and cultural context in cognitive development. According to this theory, learners can achieve optimal results when they are engaged with language and material embedded in their sociocultural contexts. The use of bilingual textbooks makes it possible by engaging students with information in a familiar language setting while gradually exposing them to a second language. The Zone of Proximal Development (ZPD) concept suggests that, with appropriate support, learners are able to advance from learning content in their own language to learning new content in English.

3. Krashen’s Input Hypothesis (1981)

Krashen’s Input Hypothesis contends that language learning occurs if the learners are exposed to input at a level that is slightly higher than their current level of proficiency (i+1). Bi-directional educational instruments facilitate this through the utilization of Telugu and English as a means of communication, thereby enabling students to grasp higher-order concepts using their first language while constantly maintaining their grip over English. Through this process, learning is simple and less daunting, especially for rural and tribal students.

4. Cummins’ BICS and CALP Theory (1984)

Cummins differentiates between Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP). BICS is determined by the capacity to converse in a second language, while CALP is associated with the academic language proficiency necessary for understanding subject matter content. Bilingual textbooks are used to bridge the two domains by presenting academic content in a language that students know and are comfortable with, thus reducing cognitive effort and facilitating cumulative language growth.

5. Bernstein’s Code Theory (1971)

Basil Bernstein’s Restricted and Elaborated Codes theory describes the variations in language use across social classes, hence impacting educational success. Students attending government schools, especially those with rural and disadvantaged backgrounds, use a restricted code with plain, informal language. The bilingual textbook usage provides an opportunity to incorporate elaborated code, comprising learned and formal language, thereby improving their literacy and preparing them for further learning and career development.

6. Translanguaging Theory (García & Wei, 2014)

Translanguaging Theory promotes smooth movement between languages during the learning process. Bilingual textbooks reinforce the theory by facilitating the use of Telugu and English in interaction with content, enhancing cognitive flexibility and better comprehension. Under this framework, unlike the method of keeping languages apart, students are promoted to utilize their entire linguistic capacities to optimize the learning process. These theoretical models validate bilingual textbooks as a viable instrument of language learning and acquisition in government high schools. They focus on cognitive development, second language acquisition, and linguistic issues. Implementing these theories in education policies can optimize their impact, filling linguistic and academic gaps in Mahabubabad district schools.

2. Variables of the Study

This study examines the bilingual education interface of language, learning, and accessibility. The study variables are classified into three general categories: independent variables, dependent variables, and intervening variables. Independent Variables are factors that impact bilingual education results. These involve bilingual textbook resources (Telugu-English convergence), textbook accessibility and availability, bilingual instructional ability of the teachers, English exposure among students outside class, and support from the parents and the community. Dependent Variables are the results influenced by the independent variables. These are student understanding and performance in class, English proficiency and Telugu retention, motivation and engagement of students, and teacher competence in bilingual education. Intervening variables are powerful forces that may affect the independent and dependent variable relationship. Government policy regarding bilingual education, students’ socioeconomic status, and availability of digital and technological tools for bilingual education are some intervening variables. By analyzing such variables, the study aims to provide a comprehensive insight into the efficiency, difficulties, and accessibility of bilingual textbooks in public secondary schools.

3. Research Objectives

This study aims to examine the role of bilingual textbooks in government high schools of Mahabubabad district, Telangana. The key objectives include:

1. To evaluate the effectiveness of bilingual textbooks in improving students’ learning and academic performance.
2. To assess their impact on language development in Telugu and English.
3. To identify challenges in using bilingual textbooks and suggest solutions.
4. To examine their accessibility, engagement, and digital availability.

4. Research Questions

This study explores the impact, challenges, and accessibility of bilingual textbooks in government high schools of Mahabubabad district, Telangana. The key research questions guiding this study are:

1. How effective are bilingual textbooks in improving students’ learning and academic performance?
2. What impact do bilingual textbooks have on students’ language development in Telugu and English?
3. What challenges do students face with bilingual textbooks, and how can usability be improved?
4. How accessible and engaging are bilingual textbooks for students, including digital access and usage frequency?

These research questions align directly with the objectives and will guide a structured investigation into the role of bilingual textbooks in education.

5.Research Themes

This study is structured around four key research themes to analyze the role of bilingual textbooks in government high schools of Mahabubabad district, Telangana:

1. Effectiveness of Bilingual Textbooks in Learning and Performance
2. Impact on Language Development in Telugu and English
3. Challenges and Strategies for Usability Improvement
4. Accessibility, Engagement, and Digital Availability

These themes provide a concise focus for exploring bilingual textbooks’ role in education.

Mapping : Here is a comprehensive mapping of Objectives, Research Questions, Themes, and Question Numbers from the questionnaire:

This structured mapping ensures a clear alignment between research components and the questionnaire for a well-organized study.

Methodology

This study adopts a mixed-methods research design, integrating both quantitative and qualitative approaches to comprehensively analyse the impact, challenges, and accessibility of bilingual textbooks in government high schools of Mahabubabad district, Telangana. The methodology is structured as follows:

1. Research Design

This research employs a simple and descriptive approach to examine the impact of bilingual textbooks on students’ learning and language acquisition. It aims to validate the effectiveness of the books in making students learn topics and enhance their command of English, and determine the challenges faced by teachers and students in utilizing the textbooks. The research also examines the ease of obtaining and distributing bilingual textbooks, particularly in rural communities. To achieve these objectives, a survey is employed to collect information from the target population, enabling systematic and quantified examination of the findings.

2. Research Group and Sample Selection

A. Population

The research targets government high school students in Telangana’s Mahabubabad district. It targets students in Class 6 to 10 who are instructed using bilingual textbooks. The research would like to examine the effect of bilingual textbooks on students’ learning, language ability, and school performance. Feedback from teachers would also assist in examining how effective the textbooks instruct and determine any issues with their use.

B. Sampling Technique

A stratified random sampling method is used so that schools in different areas are represented. Beneath this method are urban schools where there are adequate textbooks and the teachers are well trained, and rural schools where the materials are available but where there can be problems with the infrastructure. The representation of the schools of different backgrounds is a means of giving a comprehensive account of how easy, effective, and hard bilingual textbooks are in different learning environments.

C. Sample Size

The research has 100 student participants who are selected from five schools. The selection is made to capture students with bilingual textbooks from various learning environments in a representative manner. By gathering data from various schools, the research aims to learn various perceptions of the effectiveness of bilingual education, its availability, and its challenges in government high schools.

3. Data Collection Procedure

The survey employs Likert-scale questions (1-5), multiple-choice questions, and open-ended questions to gather quantitative and qualitative data. Ease of understanding, relevance, and effectiveness are assessed through Likert-scale questions, while multiple-choice and open-ended questions pose questions on students’ experience and problems. The survey is given in paper or online (Google Forms) to ensure accuracy and consistency in answers. The information is stored safely and organized into numbers (Likert-scale, multiple-choice) and descriptions (open-ended questions) for careful evaluation. In data verification and analysis, answers are tested to determine if they are fully completed, and numerical data are examined using statistics such as counts of frequencies. Written responses are examined using thematic analysis to determine significant patterns. This systematic approach guarantees a general and consistent assessment of bilingual textbooks, providing useful information regarding their effectiveness, usability, and contribution to learning.

4. Ethical Issues

Participents, particularly students, are informed in a clear manner why the research is being conducted before they are engaged, thus making everything transparent. They provide consent to demonstrate that they are willing to be engaged in the research. To maintain their information confidential, all responses are anonymous, and personal information is not provided, which ensures participants’ privacy and that the data is only used for research purposes. Furthermore, whether or not to participate in the study is entirely their choice, and students can withdraw at any time without any adverse effects. Such an ethical procedure makes participants feel secure and valued while undergoing the research.

5. Limitations of the Study

The current research covers only government schools in Mahabubabad district. Due to this, its outcomes may not apply to other schools in a district that have other education settings. Another limitation can be the issue of time in light of the fact that observation in classrooms happens over a brief period. It may be short to allow an adequate understanding of the bilingual textbooks’ contribution towards students’ learning and language acquisition over time.

6. Expected Outcomes

This study focuses on how bilingual textbooks help the students to study more efficiently and increase their linguistic abilities in government schools. The expected outcomes are

Identification of Best Practices: Best practices of bilingual textbook usage.

Challenges and Solutions: Key challenges and policy recommendations for enhancing bilingual education.

Impact Assessment: Additional details about the effects of bilingual textbooks on learning and language acquisition.

Policy Recommendations: Policy recommendations for enhancing accessibility and distribution of bilingual textbooks in Telangana government schools. This approach provides a direct means of examining the utilization of bilingual textbooks in government high schools. The study employs questionnaires and interviews to provide an overview of their impacts, issues, and accessibility. The results will be utilized to enhance education policy, teacher training, and curriculum reform in Telangana.

Data Analysis

SECTION-I PRELIMINARY INFORMATION ANALYSIS

Analysis of Class Distribution

The table presents the distribution of students across different classes, highlighting that each class (6 to 10) has an equal number of students (20).

1. Uniform Distribution:
   • Each class has an equal number of students (20), meaning there is no significant variation in class strength.
2. Percentage Representation:
   • Every class contributes 20% of the total student population, ensuring an even spread across all grade levels.
3. Total Student Count:
   • The total number of students across all classes is 100, making calculations straightforward for resource allocation or planning.

Analysis of School Distribution

The dataset is well-structured and evenly distributed, eliminating potential sampling bias.

If further analysis is needed (e.g., comparing responses by school), this balance ensures a fair comparison across institutions. Since all schools contribute equally, any observed trends in responses are likely due to other factors rather than school-wise differences.

Analysis of Medium of Instruction Distribution

The majority of students (60%) are instructed in both English and Telugu, indicating a bilingual approach.

A significant portion (40%) follows an English-only medium, suggesting a strong preference for English-medium education.

This distribution highlights the role of bilingual education in supporting students’ learning experiences.

Analysis of Home Language Distribution

The overwhelming majority of students (94%) speak Telugu at home, making it the dominant language. A small percentage (6%) speak Urdu, indicating linguistic diversity within the student population. This distribution aligns with the regional linguistic trends, where Telugu is the primary spoken language.

SECTION-II QUESTION WISE ANALYSIS

Theme: Effectiveness of Bilingual Textbooks in Enhancing Learning and Academic Performance.(1-5)

1.Analysis of “How useful are bilingual textbooks in enhancing your learning experience?”

A vast majority (97%) of students strongly benefit from bilingual textbooks, suggesting that these resources are highly effective in supporting learning. A small minority (3%) finds them only somewhat helpful, indicating that some students may require additional instructional support or alternative learning methods. No student reported bilingual textbooks as not useful, reinforcing their positive impact on comprehension and engagemen

2.Analysis of “Have bilingual textbooks helped you understand difficult concepts better?

The vast majority (97%) of students affirm that bilingual textbooks enhance their comprehension of difficult concepts, demonstrating their effectiveness in education. Only 3% of students do not find them helpful, suggesting that a small group may require additional instructional support or alternative learning strategies. This response aligns with the earlier finding that 97% of students find bilingual textbooks “very helpful”, reinforcing their positive impact on learning.

3.Analysis of “Have bilingual textbooks increased your interest in learning?”

The overwhelming majority (98%) affirm that bilingual textbooks enhance their interest in learning, proving their effectiveness in engaging students. A minority (2%) do not find them helpful in increasing learning interest, suggesting that these students might have different learning preferences or require alternative teaching methods. This response is consistent with earlier findings, where most students found bilingual textbooks very helpful and beneficial in understanding difficult concepts.

4.Analysis of “Have bilingual textbooks improved your understanding of subjects?”

The vast majority (85%) of students experience a high level of understanding with the help of bilingual textbooks. 14% of students report a moderate improvement, meaning they might still face some learning challenges. Only 1% of students struggle to understand subjects despite using bilingual textbooks, suggesting that additional interventions might be needed.

5.Analysis of “Have you noticed progress in your academic performance due to bilingual textbooks

The majority (92%) of students have experienced high academic progress due to bilingual textbooks, reinforcing their effectiveness in enhancing learning outcomes. A small portion (6%) reported moderate progress, indicating that while they have benefited, additional support or improvements in instructional methods might be required. 2% of students reported “Very Poor” progress, suggesting that these students might struggle with the content or require alternative learning methods.

Theme : Impact of Bilingual Textbooks on Language Development and Proficiency in Telugu and English. 6-9

6.Analysis of “How confident do you feel when speaking Telugu?”

A vast majority (93%) of students are very confident in speaking Telugu, showing that it is their primary or native language. 5% of students feel somewhat confident, implying that they may use Telugu less frequently or require some improvement in fluency. A small minority (2%) are not confident, possibly indicating a preference for another language at home or in education.

7. Analysis of “How confident do you feel when speaking English?

Half of the students (50%) are very confident in speaking English, indicating that many have a good command of the language. A large portion (46%) are somewhat confident, implying that they can communicate in English but may need more practice. A small percentage (4%) are not confident, suggesting that a few students might need extra support or language learning interventions.

 

8.Analysis of “Have bilingual textbooks helped improve your reading and writing skills?

Unanimous positive feedback: Every student surveyed (100%) agreed that bilingual textbooks enhance their reading and writing abilities, demonstrating their strong effectiveness. No negative responses: Since no student reported a lack of improvement, it suggests that bilingual textbooks effectively support literacy development in both languages.

9.Analysis of “Do you believe bilingual textbooks have enhanced your vocabulary?”

 

Unanimous agreement: Every student surveyed (100%) acknowledged that bilingual textbooks contribute to vocabulary enhancement. No negative responses: This suggests that bilingual learning materials effectively introduce new words, phrases, and contextual understanding, improving students’ language proficiency.

Theme : Challenges in Using Bilingual Textbooks and Strategies for Improved Usability.10-14

10.Analysis of “What challenges do you face while using bilingual textbooks?”

 

The biggest challenge (35%) is difficulty understanding English, which suggests that some students may need additional language support despite bilingual instruction. A significant portion (27%) struggle with understanding concepts, indicating that textbooks alone may not be enough and require more interactive or teacher-led explanations. 21% of students feel that bilingual textbooks lack sufficient practice exercises, suggesting that adding more activities, worksheets, or application-based tasks could improve comprehension. 17% of responses fall under “Other”, implying a variety of additional concerns that may require further investigation.

 

11.Analysis of “Do your teachers effectively explain concepts using bilingual textbooks?”

Almost all students (99%) find their teachers effective in explaining concepts with bilingual textbooks, which suggests that teachers are well-trained in bilingual instruction. Only 1% of students feel their teachers are not effective, which could be due to teaching style differences, student learning preferences, or subject complexity.

12.Analysis of “How often do teachers provide additional support for bilingual textbook content?”

The vast majority (92%) of students receive daily teacher support, confirming that teachers are actively engaged in reinforcing bilingual textbook content. A small group (7%) receives weekly support, which may be adequate for certain subjects but might require more frequency for complex topics. Only 1% of students’ experience occasional support, which could indicate learning gaps or less teacher engagement for those particular students.

13.Analysis of “Would you like more teacher guidance on using bilingual textbooks?”

A significant majority (85%) of students feel the need for more teacher guidance, suggesting that while bilingual textbooks are helpful, additional instructional support is necessary. 15% of students are satisfied with the existing level of teacher guidance, which could mean that their current learning experience with bilingual textbooks is already effective.

14.Analysis of “What difficulties might arise if bilingual textbooks are not provided?” (Open Ended Question)

The majority of students fear losing clarity and understanding if bilingual textbooks are not available, showing that these materials play a crucial role in facilitating concept comprehension. Comprehension issues (lack of understanding, not understanding properly, and concept difficulties) make up a significant portion of concerns, indicating that bilingual textbooks act as a bridge between native language proficiency and subject learning. Some students highlight general learning difficulties, suggesting that bilingual textbooks enhance accessibility and ease of study.

Theme: Accessibility, Engagement, and Digital Availability of Bilingual Textbooks.           15-20

15.Analysis of “Are bilingual textbooks used in your school?”

Unanimous response: Since all students reported using bilingual textbooks, it suggests a strong implementation of bilingual education across schools. No reported lack of access: This confirms that bilingual textbooks are readily available and integrated into the learning process.

16.Analysis of “How frequently do you use bilingual textbooks in class?”

Widespread daily usage (96%) confirms that bilingual textbooks are an integral part of classroom learning. A small portion (3%) uses them occasionally, which might indicate that some subjects or teachers rely less on bilingual materials. Only 1% of students use them weekly, showing that almost all students have frequent exposure to bilingual textbooks.

17.Analysis of “On average, how many bilingual textbooks do you use per day?”

The majority of students (83%) use between 2 to 4 bilingual textbooks per day, indicating a balanced and consistent integration into their learning process. A smaller percentage (5%) uses 6 or more books, suggesting that a few students heavily rely on bilingual textbooks. The variation in usage may be influenced by grade level, subject requirements, or teacher preferences.

 

18.Analysis of “Do you have access to digital or online versions of bilingual textbooks?”

A majority (63%) of students have digital access, suggesting that online resources are widely available but not yet universal. A significant portion (37%) lacks digital access, which could be due to limited internet availability, lack of devices, or preference for physical textbooks. This gap in access may impact students’ ability to engage in remote learning, access supplementary materials, or utilize interactive digital learning tools.

19.Analysis of “How engaging do you find bilingual textbooks?”

A strong majority (88%) find bilingual textbooks highly engaging, showing that these materials are effective in capturing students’ attention and maintaining interest. 12% of students find them only somewhat engaging, which may indicate that certain subjects, presentation styles, or content formats could be improved. No students reported bilingual textbooks as “not engaging”, which further validates their effectiveness in supporting learning.

20.Analysis of “In which situations do you use bilingual textbooks the most?”

A majority (78%) use bilingual textbooks in classroom-related activities, confirming their importance in structured learning environments. 15% of students use them at home, which shows that bilingual textbooks are also utilized for independent learning. Only 6% use them during leisure time, indicating that bilingual textbooks are seen more as an academic resource rather than for casual reading.

Key Findings: The study categorizes its findings into four major themes, offering a structured understanding of the impact, challenges, and accessibility of bilingual textbooks in government high schools of Mahabubabad district, Telangana.

Theme 1: Effectiveness of Bilingual Textbooks in Enhancing Learning and Academic Performance

The introduction of bilingual textbooks has had an overwhelmingly positive impact on students’ learning experiences. A remarkable 97% of students report that these textbooks significantly enhance their understanding, with the same percentage noting improved comprehension of difficult concepts. Furthermore, 98% of students observe an increase in their interest in learning. About 85% of students demonstrate a high level of understanding of subjects, and 92% report noticeable academic progress. However, there are some minor challenges. A small minority, around 3-6%, find bilingual textbooks only somewhat helpful or report moderate academic progress, indicating that additional support or alternative methods may be beneficial. Additionally, 1-2% of students struggle with understanding subjects or report very poor progress, highlighting the need for targeted interventions to support these learners.

Theme 2: Impact of Bilingual Textbooks on Language Development and Proficiency in Telugu and English

The use of bilingual textbooks has significantly contributed to strong language proficiency among students. An impressive 93% of students feel very confident in speaking Telugu, reinforcing its status as their primary language. Additionally, 50% of students are highly confident in speaking English, while 46% are somewhat confident, indicating a solid foundation in English with room for further improvement. These textbooks have also played a crucial role in enhancing literacy skills, as 100% of students agree that they have improved their reading, writing, and vocabulary. However, minor gaps remain, with a small percentage (2-4%) lacking confidence in speaking either Telugu or English, emphasizing the need for additional language support to ensure all students achieve proficiency.

Theme 3: Challenges in Using Bilingual Textbooks and Strategies for Improved Usability

Despite the numerous benefits of bilingual textbooks, some key challenges persist in students’ learning experiences. Around 35% of students struggle with understanding English, while 27% find it difficult to grasp certain concepts, highlighting the need for more interactive or teacher-led explanations. Additionally, 21% feel that there are not enough practice exercises, suggesting a demand for more application-based tasks to reinforce learning. Another 17% report facing other challenges, warranting further investigation to address their specific needs. When it comes to teacher effectiveness, 99% of students acknowledge their teachers’ ability to explain concepts effectively using bilingual textbooks. However, 85% still express a need for additional teacher guidance, emphasizing the importance of ongoing instructional support. In terms of support frequency, 92% of students receive daily assistance from their teachers, ensuring continuous learning engagement. However, 7% receive only weekly support, which may not be sufficient for mastering complex topics, indicating the need for more frequent interventions.

Theme 4: Accessibility, Engagement, and Digital Availability of Bilingual Textbooks

Bilingual textbooks have achieved high accessibility and usage among students, with 100% utilizing them in school and 96% engaging with them daily. Their integration into the learning process is evident, as 83% of students use 2-4 bilingual textbooks each day. Digital access, however, presents some disparities—while 63% of students have access to digital versions, 37% lack such access, possibly due to limited internet connectivity, lack of devices, or a preference for physical textbooks. Engagement levels are generally strong, with 88% of students finding bilingual textbooks highly engaging, while 12% find them somewhat engaging, indicating potential areas for improvement in content presentation or format. In terms of primary use, 78% of students rely on bilingual textbooks for classroom-related activities, 15% use them at home, and only 6% engage with them during leisure time, reinforcing their primary role as an academic resource.

Overall Consolidated Insights

1. Bilingual textbooks are highly effective in enhancing learning, academic performance, and language proficiency, with over 90% of the students reporting they enjoy significant gains.

2.There are difficulties for a small minority, particularly in relation to understanding English and more sophisticated subjects, which implies a need for additional instructional support and additional practice or interactive-based content.

3. Teachers are also tasked with reinforcing bilingual textbook content, with most students receiving daily reinforcement. However, 85% of students desire more, which suggests room for increased teacher-student interaction.

4. Access is widespread but not universal, with 37% not having any access to online materials, which might restrict remote learning or utilization of ancillary materials.

5. Bilingual textbooks are mainly used in formal learning settings, with little use during leisure time, highlighting their nature as an educational tool rather than a recreational learning device.

These results accentuate the revolutionary effect of bilingual textbooks on learning while also pointing out avenues for improvement in order to make them inclusive, accessible, and more usable for all learners.

Recommendations

Based on the analysis, the following recommendations are proposed to enhance the effectiveness of bilingual textbooks:

1. Strengthening Teacher Support:

• Conduct regular teacher training sessions focused on explaining complex concepts clearly.
• Encourage teachers to offer additional explanations, participatory learning activities, and personalized support to cater to the 85% of students needing extra assistance.

2. Development of Additional Learning Resources:

• Create supplementary resources such as worksheets, visual aids, and practice activities to support the 21% of students who currently lack adequate practice opportunities.

3. Enhanced English Language Support:

• Introduce specialized English language support programs, including vocabulary development classes, conversation practice sessions, and language lab facilities for the 35% of students experiencing language comprehension difficulties.
• Incorporate bilingual glossaries into textbooks and foster peer-learning opportunities to enhance language skills.

4. Interactive and Multimodal Learning:

• Improve textbook designs by integrating interactive features like diagrams, infographics, and practical scenarios.
• Include multimodal learning materials (audio, video, digital content) to accommodate various learning preferences.
• Embed gamified elements such as quizzes and puzzles to increase engagement and interactive learning.

5. Expanding Digital Accessibility:

• Bridge the digital gap affecting 37% of students by providing necessary devices, internet access, and digital literacy training.
• Establish a unified, interactive digital platform containing auto-assessment software and additional online resources.
• Implement a blended learning approach combining electronic and traditional textbooks to enhance flexibility and student access.

6. Specialized Support for Struggling Students:

• Conduct regular assessments to identify and assist the 1-2% of students facing significant academic challenges.
• Provide targeted interventions through extra classes, mentorship, and alternative teaching methods suited to diverse learning needs.
• Encourage active parental involvement to support continuous learning outside the classroom.

7. Improving Teacher-Student Interaction:

• Promote collaborative learning methods such as group discussions, activities, and laboratory sessions to support the 27% of students struggling to grasp concepts.
• Implement structured feedback mechanisms for continuous improvement of textbooks and instructional methods.

8. Promoting Independent and Home-Based Learning:

• Advocate for home use and extracurricular integration of bilingual textbooks to extend their benefits beyond the classroom.
• Conduct awareness campaigns among students, parents, and teachers to emphasize the systematic use of bilingual textbooks.

9. Advancing Research and Evaluation:

• Initiate further research to identify and resolve the remaining 17% of unspecified issues.
• Regularly evaluate the long-term impact of bilingual textbooks on student performance, language proficiency, and career success.
• Continuously assess electronic tools and identify best practices to maximize the effectiveness and efficiency of electronic bilingual textbooks.

10. Teacher Training Enhancement:

1. Organize frequent workshops and training sessions with an emphasis on bilingual teaching techniques.
2. Collaborate with colleges and schools such as SCERT Telangana to enable continuous teacher training.
3. Impose yearly refresher courses to ensure teachers are updated on latest bilingual teaching techniques.

11. Improved Textbook Distribution:

1. Design an effective logistic system of delivery of textbooks with a focus on rural and tribal schools.
2. Develop an online system to monitor the availability and timely delivery of bilingual textbooks.
3. Provide assistance for regular inspections and rural school reports to locate and correct distribution issues quickly.

12. Structured Lesson Plans:

1. Develop simple and clear lesson plans in two languages for every subject. Indicate the when and how of using every language.
2. Instruct teachers to adopt translanguaging strategies. This includes the employment of Telugu and English to clarify complex concepts.

13. Interactive Teaching Techniques:

1. Implement interactive techniques like group discussion, role-playing, and bilingual storytelling in language assistance.
2. Use visual aids and bilingual glossaries to help in understanding and memorability.

14. Regular Monitoring and Feedback:

1. Perform classroom observations by education coordinators on a regular basis to ensure bilingual practices are implemented efficiently.
2. Develop student feedback loops to continuously modify teaching styles to meet their language and learning needs.

15. Continuous Professional Development (CPD):

1. Initiate monthly training sessions to the teachers to establish bilingual instructional competencies, with emphasis on language proficiency and instructional techniques.
2. Employ competent bilingual instructors as mentors to provide direction and guidance to others.

16. Resource and Material Support:

1. Develop a core library of web-based materials with two-language instructional aids, interactive digital media, and other activities.
2. Provide extensive bilingual teacher manuals, providing clear instructional methods, troubleshooting, and pedagogical guidance.

17. Community and Parental Involvement:

1. Engage parents and the community in workshops to inform parents and the community of bilingual education benefits and home support tactics.
2. Create teacher-community forums to foster bilingual education discussion and what it really means in the real world

Conclusion

Using bilingual textbooks in government high schools in Mahabubabad district has greatly helped students learn and develop their language skills. Most students say they understand better, feel more confident in Telugu and English, and are doing better in school. However, there are still some problems, such as trouble understanding English, not enough practice exercises, and a need for more help from teachers. To resolve these problems, we need better teacher training, more interactive learning, and easier access to digital materials. Parents’ involvement and peer learning can also help students. More studies need to study how bilingual education affects students in the long term to better implement methods of instruction that engage everyone and are effective. With the use of certain techniques, bilingual textbooks can bridge the language gaps and facilitate education in Telangana government schools.

 

1. Acknowledgments: The first author gratefully acknowledges the National Institute of Technology, Warangal, for providing library facilities, literature support, and valuable supervision throughout the course of the Ph.D. work.

2. Funding Information: No funds received

3. Author Contributions Statement: All authors agree to be accountable for all aspects of the work.

4. Conflict of Interest Statement: No Conflict

5. Informed Consent: Informed consent was obtained from all participating school Head masters of government schools in Telangana prior to the administration of questionnaires. All participants were informed about the purpose of the study, and their voluntary participation was ensured.

6. Ethical Approval: The study was conducted in accordance with ethical research guidelines. All data collected were kept confidential and used solely for research purposes

7. Data Availability: The data supporting the findings of this study are available from the corresponding author upon reasonable request. All data have been anonymized to ensure confidentiality.

8. Authors Biography:

Author Biography:

Takhee Pasha Mohammed

Takhee Pasha Mohammed is an academic and researcher specializing in English Language Education and Applied Linguistics. He is currently pursuing a Ph.D. in English Language Studies at NIT Warangal, India, and has extensive experience teaching English in government secondary schools in Telangana. His research interests include second language acquisition, sociolinguistics, and the integration of technology in language learning. He has actively contributed to educational initiatives aimed at improving English language proficiency among students in both rural and urban contexts. His work is driven by a commitment to developing innovative pedagogical strategies that bridge the gap between traditional instruction and the evolving needs of contemporary language learners.

Author Biography: Dr. R. Vennela

Dr. R. Vennela is an Assistant Professor in English at the Department of Humanities and Social Sciences, National Institute of Technology Warangal, India. She earned her Ph.D. in English Language Studies from the University of Hyderabad, with a focus on the history of bilingual English language learning and teaching in India. Her research interests include translation studies, lexicology, language policy and planning, and bilingual education in India. Dr. Vennela has published scholarly articles on colonial bilingual education and language attitudes in India. She has also been involved in training faculty and postgraduate students in research methodologies and qualitative data analysis. Her work contributes to the understanding of language dynamics in multilingual societies and the development of effective bilingual education policies.

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