Changes

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

# 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 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 be useful for other  language teachers as well, the program aims to develop a 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  ===

=== Core principles of language learning  ===

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.

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 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.

# 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' informs the approach used for developing the language curriculum and the following guidelines have been followed 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

==== Module 2 - Hearing the language ====

==== Module 2 - Hearing the language ====

In this module the focus will be on hearing the words and word phrases as spoken in English, without an emphasis on seeing / reading script.  The seeing of the words will come later and association of the sounds with the script will come later. The focus is  here on getting the students familiar with the arbitrariness of a group of sounds to indicate meaning for specific words and contexts.

In this module, the focus will be on hearing the words and word phrases as spoken in English, without an emphasis on seeing / reading script.  The seeing of the words will come later and association of the sounds with the script will come later. The focus is  her on getting the students familiar with the arbitrariness of a group of sounds to indicate meaning for specific words and contexts.

===== Objectives =====

===== Objectives =====

Assessment is  continuous and built into the process.   

Assessment is  continuous and built into the process.   

(New vocabulary should consist of words of the same nature as those taught in the first lesson - book, pen, pencil,cat. It should thus consist of names of familiar concrete things (counting animals as things), which are present or can be brought into the class, or shown by pictures or blackboard drawings.  It is for teachers to judge how many words of this kind their classes can digest, but they should understand that the main purpose of this concrete vocabulary is for ''use'' in the structures which are being introduced. The struc­tures may be called the walls and the rooms of the lan­guage house which is being built. The vocabulary is the furniture and fittings. Looked at in this way, isolated words are seen to have a relatively subsidiary position).   

(New vocabulary should consist of words of the same nature as those taught in the first lesson - book, pen, pencil,cat. It should thus consist of names of familiar concrete things (counting animals as things), which are present or can be brought into the class, or shown by pictures or blackboard drawings.  It is for teachers to judge how many words of this kind their classes can digest, but they should understand that the main purpose of this concrete vocabulary is for ''use'' in the structures which are being introduced. The struc­tures may be called the walls and the rooms of the lan­guage house which is being built. The vocabulary is the furniture and fittings. Looked at in this way, isolated words are seen to have a relatively subsidiary position).   

===== Unit 2 - Introduction to simple conversational structures =====

===== Unit 2 - Introduction to simple conversational structures =====

===== Audience =====

===== Audience =====

# Young children

# Young children

# Any audience which will need the beginning literacy skills in English . 

# Any audience that will need the beginning literacy skills in English. 

# Reinforcement for adults (useful for second language learning)  

# Reinforcement for adults (useful for second language learning)  

# 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 along with the recording of the sound

# Animations showing the formation of the script for each sound along with the recording of the sound

# Simple words, commonly used words - audio of the words, images of the word (no focus on script) to register and build vocabulary

# Simple words,and  commonly used words - audio of the words, images of the word (no focus on script) to register and build vocabulary

# Concrete items which are commonly used / accessed / seen

# Concrete items which are commonly used / accessed / seen

# Basic verbs

# Basic verbs

# Self assessment - Quiz oneself - identify and utter the sound on seeing the letter.  

# Self assessment - Quiz oneself - identify and utter the sound on seeing the letter.  

# Hearing the sound and writing the letter

# Hearing the sound and writing the letter

==== Module 4 - Beginning reading - reading materials ====

==== Module 4 - Beginning reading - reading materials ====

==== Module 6 - Use of digital resources to transact language lessons ====

==== Module 6 - Use of digital resources to transact language lessons ====

=== Resources and additional readings ===

=== Resources and additional readings ===