Evaluating the Long-Term Impact of English Language Education on Socioeconomic Development in Rural Communities

Abstract

This paper examines the impact of English education on long-term socio-economic outcomes for graduates from rural areas surrounding Dhaka, Bangladesh, in regions such as Savar, Gazipur, and Narayanganj. This research investigates the socioeconomic potential of English in facilitating the rise of rural students to higher employment, income, and social mobility by exploring the relationship between English proficiency and social mobility. A total of 200 graduates completed surveys, alongside in-depth interviews with a subsample of 50 participants via mixed-methods collection. A quantitative approach shows that there is a strong connection between English levels and employment, and those who speak English well earn much more income on average and also have greater opportunities for advances in their careers. The qualitative insights reveal trends of problems such as lack of resources, limited qualified teachers, and eventual cultural attitudes about English. This shows that the barriers underline the necessity for targeted support with adaptive strategies to maximize the impact of English education in rural areas. Based on the findings, the study closes with recommendations for enhancing rural English education programs (teacher education/retraining, digital resource implementation, and community integration) to help facilitate sustainable economic and social development. The research provides a holistic perspective into the potential pitfalls of English language education as an empowerment mechanism for rural communities, reflecting key lessons learned for educators/policymakers.