Changes

=== Introduction ===

=== Introduction ===

English in India has become an aspirational issue in education determining opening or closing of schools, enrolment of government versus private schools and so on. Learning in mother tongue and the associated impact on learning skills and attainments in different fields is still being debated among educationists, it is also true that English proficiency still determines mobility and employment opportunities in many ways, for a combination of reasons. Further, in India, it is important to recognize that English needs to be understood in the context of a multi-lingual language context.  

English in India has become an aspirational issue in education determining opening or closing of schools, enrolment of government versus private schools and so on. Learning in mother tongue and the associated impact on learning skills and attainments in different fields is still being debated among educationists, it is also true that English proficiency still determines mobility and employment opportunities in many ways, for a combination of reasons.  

Language learning is now widely recognised as having two objectives – one of communicative competencies and using language for learning. English is no different and the Position Paper on Teaching of English recommends a similar approach for the teaching of English. In the context of a country like India where there are multiple languages, English is not to be seen stand alone but in the context of multiple languages.

Language learning is now widely recognised as having two objectives – one of communicative competencies and using language for learning. English is no different and the Position Paper on Teaching of English recommends a similar approach for the teaching of English. In the context of a country like India where there are multiple languages, English is not to be seen stand alone but in the context of multiple languages.

Yet another context in which the learning of English is being explored here is in the increasing use of digital technologies also referred to as Information and Communication Technologies (ICT) in this article. ICT provide methods of creating and communicating in multiple formats and present new opportunities for building language competencies. Digital platforms also now make it possible to create multiple educational resources which can be offered to learners using multiple methods – combining physical and virtual means. This presents new possibilities and pathways for designing curricular materials and instructional design for learning English.

Yet another context in which the learning of English is being explored here is in the increasing use of digital technologies - also referred to as Information and Communication Technologies (ICT). ICT provide methods of creating and communicating in multiple formats and present new opportunities for building language competencies. Digital platforms also now make it possible to create multiple educational resources which can be offered to learners using multiple methods – combining physical and virtual means. This presents new possibilities and pathways for designing curricular materials and instructional design for learning English.

It is against this backdrop that this course on English learning has been developed. The course has been developed as a series of course modules focusing on building language competencies in English as well as using English for learning.  These modules can be attempted in sequence or independently.

It is against this backdrop that this course on English learning has been developed. The course has been developed as a series of course modules focusing on building language competencies in English as well as using English for learning.  These modules can be attempted in sequence or independently (assuming competencies  required prior to that module  have been reasonably attained).

=== Objectives ===

=== Objectives ===

# To understand different approaches to early language learning – both first language and second language; and the role of multilingualism in supporting language learning

# To understand different approaches to early language learning – both first language and second language; and the role of multilingualism in supporting language learning  

# To identify areas and modules for teacher development to support English learning - that support their own English proficiency as well as develop English learning strategies for their classroom contexts  

# To identify areas and modules for teacher development to support English learning - that support their own English proficiency as well as develop English learning strategies for their classroom contexts

# To identify resource needs and plan for their creation, revision, curation and publishing   

# To identify resource needs and plan for their access, creation, revision, curation and publishing   

# To develop resources using multiple tools - H5P, Open Board, animation applications, and audio visual tools – for language teaching learning   

# To develop resources using multiple tools - [https://h5p.org H5P], [http://openboard.ch/index.en.html Open Board] and generic text, image, animation and audio visual free and open source applications – for language teaching-learning   

# To develop structured modules for an understanding of the basis of English language learning as well as provide strategies for the teacher/ student to explore language in all its dimensions – the listening, speaking, reading and writing – using technology, and integrate these with the textbooks for languages   

# To develop structured modules for an understanding English language learning as well as provide strategies for the teacher/ student to explore language in all its dimensions – the listening, speaking, reading and writing – using ICT, and integrate these with the Karnataka state syllabus textbooks for languages   

# To explore new digital tools and applications for language learning - especially for students with special learning needs (visual and auditory impairments) To develop a plan for the language program for the school development program of IT for Change

# To explore new digital tools and applications for language learning - especially for students with special learning needs (visual and auditory impairments)  

# To develop a plan for the language program for the TCOL 3rd phase - through workshops, onsite demonstrations and resource sharing

# To develop a plan / program for the language program for a school. 

=== Who can use this course ===

=== Who can use this course / program ===

# The course is intended to be transacted in multiple contexts - of different levels of English in the environment and differing levels of teacher proficiency.  The materials can be used for lower primary, higher primary or high schools.  

# The course can be used by teachers in formal schools - rural or urban, government or private - at different levels based on their contexts.   

# The program is intended to be transacted in multiple contexts - of different levels of English skills in the learner environment and differing levels of teacher proficiency.  The materials can be used for lower primary, higher primary or even high schools.  

# The course can also be used as a simultaneous learning program for teachers and students in rural and / or tribal or urban sum contexts where teacher proficiency may be lower in English.  The activities proposed will contain variants to allow such a transaction.  

# The program can be used by teachers in formal schools - rural or urban, government or private - at different levels based on their contexts.   

# The program would be useful for other (Kannada, Hindi, Telugu etc) language teachers as well, the program aims to develop similar course for teachers of other languages  

# The program can also be used as a simultaneous learning program for teachers and students in rural and / or tribal or urban sum contexts where teacher proficiency may be lower in English.  The activities will include variants to allow such a transaction.  

# The program would be useful for other language teachers as well, the program aims to develop similar course for teachers of other languages ([http://karnatakaeducation.org.in/KOER/index.php/%E0%B2%95%E0%B2%A8%E0%B3%8D%E0%B2%A8%E0%B2%A1_%E0%B2%95%E0%B2%B2%E0%B2%BF%E0%B2%AF%E0%B2%BF%E0%B2%B0%E0%B2%BF Kannada], Hindi, Telugu etc).

# The program would also be useful to teachers teaching Mathematics, Science, Social Science and other subjects through the English medium of instruction.

# The program would also be useful to teachers teaching Mathematics, Science, Social Science and other subjects through the English medium of instruction.

# The program can also be used by teacher educators working in the area of language teaching

# The program can also be used by teacher educators working in the area of language teaching

=== Core principles of language learning adopted ===

=== Core principles of language learning  ===

The core principles of language learning have been based on different approaches and methods tried in English learning in India and elsewhere, as well as based on widely accepted theories of language development.  A techno-pedagogic integration has been attempted across multiple methods to bring the affordances of digital technologies to bear on language learning competencies.

The core principles of language learning have been based on different approaches and methods tried in English learning in India and elsewhere, as well as based on widely accepted theories of language development.  A techno-pedagogic integration has been attempted across multiple methods to bring the affordances of digital technologies to bear on language learning competencies.

# Interactive materials which will introduce the script and the sound

# Interactive materials which will introduce the script and the sound

# For very young children,  sensorial activities like writing in sand, tracing on sand etc of the letters

# For very young children,  sensorial activities like writing in sand, tracing on sand etc of the letters

# Animations showing the formation of the script for each sound alongwith the recording of the sound; TOER - H5P resources, click here

# Animations showing the formation of the script for each sound along with the recording of the sound; TOER - H5P resources, click here

# Simple words, commonly used words - audio of the words, images of the word (no focus on script) to register and build vocabulary - available on TOER - H5P resources, click here

# Simple words, commonly used words - audio of the words, images of the word (no focus on script) to register and build vocabulary - available on TOER - H5P resources, click here

# Concrete items which are commonly used/accessed/seen

# Concrete items which are commonly used/accessed/seen