Changes

=== Core principles of language learning  ===

=== 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 aim is to not re-invent the wheel, instead benefit from the work already done by educationists, educational institutions, language learning experts in the 'OER' spirit of freely giving and taking. The core principles of language learning are based on different approaches and methods tried in English learning in India and elsewhere, and widely accepted theories of language development.  A techno-pedagogic integration has been attempted across multiple methods to bring the affordances of digital technologies to support the acquisition of language competencies.

# English learning must focus on two dimensions - communicative competence and using language for learning.  Building communicative competencies takes priority over using language for learning.  English will be presented in the context of a prevailing multi lingual language environment and not create or perpetuate any hegemonies of English over the local language (NCF Position Paper on Teaching of English)

# English learning must focus on two dimensions - communicative competence and using language for learning.  Building communicative competencies has priority over using language for learning.  English learning will be situated within the context of a multi-lingual language environment, and as strongly suggested by National Curricular Framework 2005 Position Paper on Teaching of English, not aim to create or perpetuate any hegemonies of English over the local language.

#Stephen Krashen's theory of Second Language Acquisition is the approach used for developing the language curriculum and the following are the guidelines for developing the curriculum

#Stephen Krashen's theory of 'second language acquisition' informs the approach used for developing the language curriculum and the following guidelines have been followed for developing the curriculum

##The English learning environment will create an environment that allows the child to acquire language in ways and methods that they have acquired the first language, believing that the child will want to use language contexts for meaningful interaction

##The English learning environment will create an environment that allows the child to acquire language in ways and methods that they have used to acquire their first language, believing that the child will want to use language contexts for meaningful interaction

##The focus will be on hearing and producing; and seeing and producing.  The child's first language / mother tongue/ local language are used to support the meaning making from the English language interactions.  This is to be distinguished from the translation method.

##The focus will be on hearing and producing; and seeing and producing.  The child's first language / mother tongue/ local language are used to support the meaning making from the English language interactions.  This is to be distinguished from the translation method.

##Phonetics based approaches integrating hearing and seeing as methods of learning the sounds and combinations of sounds to make words.  Wherever possible and relevant Montessori methods for early language learning  have been adopted into the development of the curriculum

##Phonetics based approaches integrating hearing and seeing as methods of learning the sounds and combinations of sounds to make words.  Wherever possible and relevant Montessori methods for early language learning  have been adopted into the development of the curriculum

##Since meaningful interactions will be the basis for language acquisition, listening experiences will be created which focus on phrase patterns and sentence patterns (The Teaching of English Abroad - by F G French, C.B.E)  

##Since meaningful interactions will be the basis for language acquisition, listening experiences will be created which focus on phrase patterns and sentence patterns ('''The Teaching of English Abroad - by F G French, C.B.E''')  

#ICT are regarded as a new language and different ICT tools and methods are used for exploring communicative possibilities as well as in the creation of a resource rich environment

#Different ICT tools and methods are used for exploring communicative possibilities as well as in the creation of a resource rich environment

# Children who come to different English language learning environments come with different levels of competence in English, based on the environment they are surrounded by.  This impacts both their levels of language acquisition as well as their perceived benefit from learning English.  The learning modules are therefore to be developed to support a multi-level learning even in a single-age classroom

# Children come with different levels of competence in English, based on the environment they are surrounded.  This impacts both their levels of language acquisition as well as their perceived benefit from learning English.  The learning modules are therefore to be developed to support a multi-level learning even in a single-age classroom

# Teacher proficiency and beliefs about English language learning are critical to influence for creating a meaningful context for English language acquisition.  The curriculum will therefore also focus on this.

# Teacher proficiencies and beliefs about English language learning are critical to influence for creating a meaningful context for English language acquisition.  The curriculum will therefore also focus on this.

=== Course design ===

=== Program design ===

The course is conceptualized as a series of modules which can be attempted independently or in sequence.  Each course module will have several units along which the concepts will be organized.  The units have been designed to be transacted as a whole but it is possible for different units and modules to be combined to address the needs of specific contexts. Each unit will consists of a group of lessons, objectives (learning outcomes), intended audience, activities, resources required. It can also have optional/alternative activities and extensions.

The program is conceptualized as a series of modules which can be attempted independently or in sequence.  Each module will have several units along which the concepts, resources and learning activities will be organized.  The units have been designed to be transacted as a whole but it is possible for different units and modules to be combined to address the needs of specific contexts. Each unit will consists of a group of lessons, objectives (learning outcomes), intended audience, resources, activities and assessment. It can also have optional / alternative activities and extensions.

The following is an initial list of modules being offered in this course.   

The following is an initial list of modules being offered in this program.   

==== Module 1 - An overview of different language learning approaches and associated methods ====

==== Module 1 - An overview of different language learning approaches and associated methods ====