STRATEGIC MANAGEMENT OF LITERACY OUTCOMES: IMPLEMENTING THE B.E.S.T. FRAMEWORK TO ENHANCE ENGLISH PROFICIENCY IN DUAL-CURRICULUM PRIMARY EDUCATION

Abstract

The study on Strategic Management of Literacy Outcomes: Implementing the B.E.S.T. Framework to Enhance English Proficiency in Dual-Curriculum Primary Education focuses on improving English language skills among primary learners through structured instructional strategies. English proficiency is essential in dual-curriculum systems, but learners often face challenges such as limited exposure to English, language barriers, and inconsistent teaching practices. The study uses a descriptive and quantitative research design based on secondary data from educational reports and classroom-based assessments. It analyzes key language skills including reading, writing, speaking, listening, and vocabulary using percentage-based comparative methods. The findings show significant improvement in all English language skills after implementing the B.E.S.T. framework, with speaking and writing showing the highest progress. The framework’s components such as structured teaching, basic skills development, engagement in learning, and continuous assessment contribute effectively to student achievement. Interactive teaching methods like group activities, phonics, storytelling, and digital tools further enhance student participation and learning outcomes. However, challenges such as lack of trained teachers, limited English exposure, and insufficient learning resources still exist. Despite these limitations, the study confirms that the B.E.S.T. framework significantly improves literacy outcomes when supported by proper strategic management. Overall, it concludes that structured educational interventions play a vital role in enhancing English proficiency in dual-curriculum primary education.