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English language learning course (view source)
Revision as of 13:01, 3 October 2021
, 13:01, 3 October 2021→Resources
[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 ಕನ್ನಡ] [[Hindi language learning course|हिंदी]]
1. [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 ಕನ್ನಡ] 2. [[Hindi language learning course|हिंदी]]
# [https://docs.google.com/spreadsheets/d/1R-FHqthVlR5gHN4m8OcD7_pluJAXI-xcl6NtA71lKY0/edit#gid=2032833415 Resource (input) sheet] 2. [[English language learning course guidelines|Guidelines for resource preparation]] [https://docs.google.com/spreadsheets/d/1U2--B-jnUR2u7aEV45E6Exm0pq0IFMuw8WWXWXt9X4E/edit#gid=0 3. Activity tracker]
=== 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.
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.
# To identify resource needs and plan for their access, 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 - [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 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 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 develop structured modules for an understanding English language learning as well as provide strategies for the Programteacher/ 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 explore new digital tools and applications for language learning - especially for students with special learning needs (visual and auditory impairments)
# To develop a plan / program for the language program for a school.
# To develop a plan / program for the language program for a school.
=== Who can use this course / program ===
=== Who can use this course / program ===
# 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 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 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
This course is being sought to be implemented in two different contexts - Government aided schools in Bengaluru and Tribal Schools in Andhra Pradesh. Taken together, these two contexts represent different levels of English attainment, attitudes and aspirations and can help understand the role of the environment in shaping English language learning. The course can be implemented through workshops, on-site demonstrations and resource sharing, however, it is shared as OER to enable any school (or any organization working with a school) to use the modules as a part of their own curriculum.
=== 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
===== Resources =====
===== Resources =====
# Summarized readings of works of leading linguists and educators
# Summarized readings of works of leading linguists and educators
# Videos/ recordings of different classroom approaches
# Videos/ recordings of different classroom approaches
# Examples:
# Examples:
===== Unit 3 - Context of English language learning in India =====
===== Unit 3 - Context of English language learning in India =====
This unit will have a brief description of how English learning has been attempted in India, the history of different approaches tried in India. How to teach English in a multi lingual context will be the focus of this unit.
This unit will have a brief description of how English learning has been attempted in India, the history of different approaches tried in India. How to teach English in a multilingual context will be the focus of this unit.
===== Unit 4 - Overview of the language curriculum in this course =====
===== Unit 4 - Overview of the language curriculum in this course =====
==== 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 =====
# Word categories - animals, plants, relationships - See a list in this spreadsheet
# Word categories - animals, plants, relationships - See a list in this spreadsheet
# Simple sentences
# Simple sentences
# ''<u>Alternate sources of materials - [https://storyweaver.org.in/stories?language=English-Kannada&query=&sort=Relevance Pratham story viewer]</u>''
# ''<u>Alternate sources of materials - [https://storyweaver.org.in/stories?language=English-Kannada&query=&sort=Relevance Pratham storyweaver]</u>''
===== Unit 1 - Introduction to simple words in the environment (object identification) =====
===== Unit 1 - Introduction to simple words in the environment (object identification) =====
Activity: The teacher will introduce simple objects in the environment the students are familiar with. For example, "What is this?" Students may say "ಪುಸ್ತಕ" or the closest word in their language. The teacher can explain "This is a book". This is the phase in which the multi lingual nature of a classroom can be fully explored and used. This can be repeated for a given number of objects or pictures. Movement should be from objects to pictures.
Activity: The teacher will introduce simple objects in the environment the students are familiar with. For example, "What is this?" Students may say "ಪುಸ್ತಕ" or the closest word in their language. The teacher can explain "This is a book". This is the phase in which the multilingual nature of a classroom can be fully explored and used. This can be repeated for a given number of objects or pictures. Movement should be from objects to pictures.
Once they have listened to the sounds, the teacher can do the reverse. After they listen to the words, students can identify the correct objects. The teacher demonstrates with one example. "Show me the book" And shows the book. It is to be noted here that the word show is also introduced. This can be done either by directly speaking or by playing the recordings of the words/ phrases and have students identify the associated objects/ pictures
Once they have listened to the sounds, the teacher can do the reverse. After they listen to the words, students can identify the correct objects. The teacher demonstrates with one example. "Show me the book" And shows the book. It is to be noted here that the word show is also introduced. This can be done either by directly speaking or by playing the recordings of the words/ phrases and have students identify the associated objects/ pictures
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).
===== Unit 2 - Introduction to simple conversational structures =====
===== Unit 2 - Introduction to simple conversational structures =====
Activity: The teacher will introduce simple conversational structures and also numbers and counting in English. This assumes, of course, that children have basic number-quantity association understanding. This can also include simple words that qualify objects and also introduce color names. Here again, the local language of the classroom will be used to introduce the conversational words. For example, in the examples below - "ಹೆಸರು" "ಬಣ್ಣ" can be used to introduce words like name and color.
Activity: The teacher will introduce simple conversational structures and also numbers and counting in English. This assumes, of course, that children have basic number-quantity association understanding. This can also include simple words that qualify objects and also introduce colour names. Here again, the local language of the classroom will be used to introduce the conversational words. For example, in the examples below - "ಹೆಸರು" "ಬಣ್ಣ" can be used to introduce words like name and color.
Examples:
Examples:
As a variant, the teacher can project a picture, have the children work in groups to tell a story. These stories can be told by the children and recorded and these can be used further as resources.
As a variant, the teacher can project a picture, have the children work in groups to tell a story. These stories can be told by the children and recorded and these can be used further as resources.
(Stories should be graded across easy-difficult levels, so that every learner has stories that are appropriate to her context. Pratham StoryWeaver uses the following levels- '''Level 1 -''' Easy words, repetition, less than 250 words, '''Level 2 -''' simple concepts up to 600 words, '''Level 3 - L'''onger sentences up to 1500words and '''Level 4 -''' Longer, more nuanced stories, more than 1500 words).
===== Unit 4 - Making categories of words =====
===== Unit 4 - Making categories of words =====
===== Objective =====
===== Objective =====
==== Introducing script (which is an arbitrary artefact) ====
# Combination of sounds and scripts
==== Introducing the connection between script and sound (which is a second arbitrary item) ====
# [https://teacher-network.in/?q=node/199 script-recognition-Alphabets-lowercase-non-phonetic pronounciation]
# [https://teacher-network.in/?q=node/200 script-recognition-Alphabets-uppercase-][https://teacher-network.in/?q=node/199 non-phonetic pronounciation]
# [https://teacher-network.in/?q=node/198#overlay-context=node/198%3Fq%3Dnode/198 script-recognition-Alphabets-uppercase-phonetic]
# [https://teacher-network.in/?q=node/197 script-recognition-Alphabets-lowercase-phonetic]
==== 44 sounds of English language ====
This is a teacher resource, to support teachers to hear the [[44 sounds]] in the English language (with associated words) to learn the correct pronounciations
==== Combination of sounds and scripts ====
Activity - Listening to the sound of the alphabet and seeing the writing of the alphabet, click [http://teacher-network.in/?q=node/176 here]
==== Sensitizing the ear to the sound and shapes ====
===== 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
===== Unit 3 - Minimal Pairs =====
As English is not a phonetic language, two words can sound similar even though they are spelt quite differently. This audio resource of [[Minimal Pairs|minimal pairs]] elaborates examples of such words
===== Unit 4 - Developing audio resources =====
Audio resources are essential for language learning, as 'listening' is foundational of the four skills. Teachers can develop audio resources using the resources they already have - their phone/computer to record natural, animal and human sounds; edit audio tracks using Audacity a free and open source audio editor. Such editing can be simple enough to bring in background music
The teacher can work with students to develop resources that use/build on local cultural resources - stories/folklore, songs, sayings, etc. which can be translated into simple English equivalents. Such resources can provide a comfortable learning space for early language learning too. They can also be multilingual to provide a multilingual learning environment
[http://riesi.org RIESI] has been supporting participants in its [[CELT RIESI Language Workshop July 2019|CELT]] and PDGELT programs to develop audio resources.
==== Module 4 - Beginning reading - reading materials ====
==== Module 4 - Beginning reading - reading materials ====
===== Objective =====
===== Objective =====
# Introducing to the construction of letters and sound make meaning and form words
# Introducing to the construction of letters and sound make meaning and form words
## [https://teacher-network.in/?q=node/199 script-recognition-Alphabets-lowercase-non-phonetic pronounciation]
## [https://teacher-network.in/?q=node/200 script-recognition-Alphabets-uppercase-][https://teacher-network.in/?q=node/199 non-phonetic pronounciation]
## [https://teacher-network.in/?q=node/198#overlay-context=node/198%3Fq%3Dnode/198 script-recognition-Alphabets-uppercase-phonetic]
## [https://teacher-network.in/?q=node/197 script-recognition-Alphabets-lowercase-phonetic]
# Vocabulary building using the knowledge of scripts and sounds
# Vocabulary building using the knowledge of scripts and sounds
# Build fluency in reading
# Build fluency in reading
==== Module 6 - Use of digital resources to transact language lessons ====
==== Module 6 - Use of digital resources to transact language lessons ====
A variety of digital resources can be integrated to make language learning richer. See for example
# [[Busy Bee]]
# [[Coromandel Fishers]]
=== Resources and additional readings ===
=== Resources and additional readings ===
[http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/english.pdf NCF Position Paper on Teaching English]
[http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/english.pdf NCF Position Paper on Teaching English]
The [http://eli.tiss.edu/practitioner-briefs-series/ Early Literacy Initiative’s Practitioner Briefs] (PB) are a collection of “how-tos” for people working in the field. Teachers, teacher educators and NGO staff often struggle with operationalising theoretical ideas that they read about. Certain ideas may sound interesting or useful – but are they implementable in Indian settings? How can we implement them?
[[Category:English]]
[[Category:English]]
[[Category:Courses]]
[[Category:Courses]]