Educators call for improved teaching methods and greater everyday use of the national language as students struggle with pronunciation, spelling and written expression.
Despite years of formal instruction, many Bhutanese students continue to face difficulties in speaking and writing Dzongkha accurately, raising concerns among educators about the effectiveness of existing teaching practices and the declining use of the national language in everyday communication.
The issue came under discussion at the two-day National Seminar on Buddhist and Traditional Education, held at Paro College of Education, where researchers, teachers and aspiring educators examined the challenges affecting Dzongkha proficiency and explored possible approaches to strengthening language education.
A central concern emerging from the discussions was the widening gap between classroom learning and practical language skills. Although Dzongkha remains an integral part of school education, many students struggle to translate their academic knowledge into accurate spoken and written communication.
Research presented during the seminar highlighted the influence of linguistic surroundings on students’ pronunciation. The widespread use of regional dialects, coupled with increasing exposure to English, was identified as contributing to difficulties in developing standard Dzongkha pronunciation.
According to Samten Tharchen, Assistant Professor at Paro College of Education, students’ pronunciation habits are shaped by multiple influences, including their mother tongue, social environment and the speech patterns of their teachers.
“Students are often influenced by the pronunciation used in their mother tongue, their surrounding environment and even their teachers. As a result, these pronunciation issues continue to persist,” he said.
The findings suggest that addressing pronunciation difficulties requires attention not only to classroom instruction but also to the broader linguistic environment in which children grow up.
Written proficiency presents another significant challenge. Teachers have observed that students frequently struggle with spelling conventions, particularly when the pronunciation of a word does not correspond clearly with its written form.
Khandu Zangmo, a teacher at Babesa Higher Secondary School in Thimphu, explained that spelling difficulties are more complex than problems with handwriting because they involve understanding and consistently applying linguistic rules.
“When students do not understand spelling rules and begin using different spellings for the same word, it creates further confusion,” she said.
Such inconsistencies, educators noted, can become entrenched when students advance through successive grades without developing a firm understanding of the language’s spelling and pronunciation conventions.
The discussions also drew attention to students’ limited interest in Dzongkha as a subject, suggesting that conventional classroom approaches may need to evolve to encourage greater participation and engagement.
Among the measures proposed was the development of research-based, standardised teaching methods that would provide educators with clearer guidance on pronunciation and spelling, particularly in cases where written and spoken forms differ.
Zangmo emphasised the importance of establishing a common instructional framework that teachers across schools could adopt to address recurring language difficulties.
Researchers also recommended expanding the use of Dzongkha beyond dedicated language lessons. Incorporating the national language into the teaching of other subjects could create additional opportunities for students to practise vocabulary, pronunciation and written expression in different academic contexts.
Such an approach would help position Dzongkha as a practical medium of learning and communication rather than merely an examination subject.
The seminar further underscored the importance of making educational research accessible to classroom teachers. Organisers said publishing the findings could support improvements in teaching practices and provide educators with strategies suited to changing learning environments.
Tshering Penjor, an organiser from Paro College of Education, said the research papers would contribute to the development of Dzongkha while offering practical guidance to teachers and students navigating contemporary educational challenges.
The discussions were particularly relevant for trainee teachers attending the seminar, who viewed the research as an opportunity to better understand the difficulties they may encounter in their future classrooms.
Jamyang Dorji, a student at Paro College of Education, said the presentations offered useful insights into existing learning challenges and possible solutions that reflect changing educational needs.
Another student, Dorji Wangmo, said the knowledge gained during the seminar would be valuable both during teacher training and in developing effective instructional practices after entering the profession.
Beyond the immediate questions of spelling and pronunciation, the discussions reflected a broader educational concern: how to ensure that the national language remains a living means of communication among younger generations.
For educators, improving Dzongkha proficiency will require more than helping students perform well in examinations. It will involve creating an environment in which learners regularly encounter, practise and confidently use the language in meaningful situations.
The seminar concluded with an emphasis on strengthening the connection between educational research and classroom practice, with participants identifying improved teaching methods and wider language exposure as important steps towards developing stronger Dzongkha communication skills among Bhutanese students.
