Relationship Between English Language Proficiency And Teaching-Specific Language Proficiency Among D.El.Ed. Students In Tripura

Abstract

This study investigates the correlations between core language Proficiency; listening, speaking, reading, and writing; and teaching-specific language Proficiency among 412 Diploma in Elementary Education (D.El.Ed.) students in Tripura, India. Using Pearson's correlation analysis, the results reveal strong positive relationships across all Proficiency, with coefficients ranging from 0.679 to 0.798 (all p < .001). These findings underscore the integral role of foundational language proficiency in enhancing teaching-oriented language competencies for pre-service elementary teachers. Implications for teacher training programs are discussed, emphasizing the need for integrated language development in D.El.Ed. curricula. The study contributes to the growing body of evidence on language proficiency and teaching efficacy in pre-service education.