<![CDATA[Purpose : This study investigates teachers’ and parents’ perspectives on early literacy development in rural English Language Teaching (ELT) classrooms, focusing on the challenges encountered, strategies employed, and expectations for improving literacy support. Method : A qualitative approach was employed involving 10 English teachers and 10 parents of children aged 5–8 years from rural primary schools. Data were collected through semi-structured interviews, classroom observations, and field notes. The data were analyzed thematically to identify recurring patterns related to challenges, instructional and parental strategies, and expectations for early literacy development. Results : The findings reveal that early literacy development is constrained by limited English learning resources, parents’ limited English proficiency, students’ minimal exposure to English outside school, relatively large class sizes, and teachers’ administrative workload. Despite these limitations, teachers developed contextualized strategies by creating learning materials, using storytelling and role-play, and integrating local cultural elements into literacy activities. Parents also supported children’s reading habits through home-language assistance despite limited English proficiency. Both groups emphasized the need for improved learning resources, teacher professional development, parental guidance, and stronger school–family–community collaboration. Conclusion : Early literacy development in rural ELT contexts requires context-sensitive and collaborative interventions that integrate teacher creativity, culturally relevant pedagogy, accessible resources, parental participation, and sustained institutional support.]]>
