ENGLISH (AS A SECOND LANGUAGE) LEARNING AT RURAL INDIA

Light Bearers

All photo credits- Google image search

Photo Credit http://bid.berkeley.edu/papers/chi/an_exploratory_study_of_unsupe/

Lets share the Light of Knowledge in a lighter way

The challenge

Most of the education in rural India is done in the vernacular/local language

On the other hand, most of the competitive examinations (higher education & employment) require English as medium of Examination

This leads to students from the rural background being at a disadvantage in the examination and thus growth

Reasons for the challenge

Vernacular language is spoken and is in common use

Teachers are ill-equipped on teaching English

The student teachers ratio is high leading to ineffectiveness

The rural atmosphere also does not provides students the opportunity to speak and learn English – mostly first generation learners

Objective

To help rural students in the secondary level (6th to 10th grade) to learn English to be at par with the urban students for competitive examination

The secondary objective is to help adults in the villages also to learn and speak English

Required Areas of Learning

English as Second

Language

Required learning styles (Bloom’s Taxonomy)

Vocabulary

Grammar & Vocabulary

Reading , Listening,

Speaking and Writing

Reading and Writing

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Designing The Environment

PEDAGOGY

NEW POSSIBILITIES

VALUE

APPLICABLE

CONTEXTUALIZED

NURTURE

CATALYZE

ENABLING AGENTTECHNOLOGY

CONTENT

ANSWERS “WHY?”

MOTIVATE CONSTITUENCIES

IGNITE PASSION

VCEEMust continue to evolveFrom -Prof Paul Kim's Presentation

Technology

Technology- Challenges

Electricity/power supply is erratic/ non-existent Require low energy consumption equipments

Connectivity to urban centers can be a challenge Need a system which can ensure even

material available without connectivity of internet/wireless

Large number of learners Need a system to cater to even group

learning

Technology- Power Scarcity Still a challenge in rural areas

If feasible , look at the option of using solar panels /other renewable sources

Solutions like ‘Husk Power Systems’ can be used as they use the local available material for energy generation Would be costly so cannot be used only

for this project Will require support of the Gram

Panchayat (village committee) Low energy consumption will be

preferred

http://www.huskpowersystems.com/index.php

Non-conventional energy:A husk power plant in Champaran.

Technology- Group Learning For Group learning and for the teachers to provide

interactive discussion, Community Computer, K-yan can be the answer

K-yan combines the computing power of a computer with an appropriate high luminosity, high resolution and large screen projection system

Low cost as compared to a PC Attachable to a variety of power sources, Solar

Panels, UPS and Car Batteries Consumes less electricity

http://www.k-yan.com/product_intro.htm

Technology – Individual Learning

Group learning may provide the initial momentum but individual learning is also required

Mobile/wireless technology can be a help in this Low cost Aakash Tablets can be provided to

students Challenge of low battery backup is there

Mobiles can be a good alternative More penetration in rural market BSNL work on low cost mobiles with AIL, Nokia etc can

be a good help BSNL- Bharat Sanchar Nigam Ltd, a govt. owned telecom provider

Technology – Individual Learning

Mobiles /tablets in itself may not be sufficient Mobile Assisted Language Learning solutions will

be used For ESL (English as Second Language) some

applications are English Seekho ,a voice based learning solution

Somewhat costly as charged based on usage)  British Council Applications like LearnEnglish

Grammar, MyWordBook etc Will lack local customization

http://enterux.com/en/english-seekhohttp://learnenglish.britishcouncil.org/en/apps

Technology- Infrastructure There needs to be an environment in

the village specific for learning The School premises can be used .

In case require some modification for self paced learning , the same needs to be done

Chaupal (the village community space) can also be used specially for adult learning (secondary objective)

Technology- Accessibility

For people with vision problem , we can use open source screen reader software NonVisual Desktop Access

(NVDA)-http://www.nvda-project.org/

For people with locomotive disability, changes in the education place( school) would be done through help of expert NGOs

Visual representation will be available for all material for hearing disability

Content

Content Requirements

Can help in learning from basic to advance

Should have the capability of customization to local needs

Also should be available in digital format as most of the instruction is planned on computers and hand held devices

Content

Material from Local content creators like Pustak Mahal can be used All book titles mean ‘Rapidex English

Speaking Course ’

eBooks are also available

Content

Alphabets Customized solutions like

used on ‘National Literacy Day ‘ Customization to rural

culture For people with some

viual disability, the words can easily be spoken

Content

Vocabulary & Grammar Some material is available for learning

them with the help of vernacular language Example for the national language HINDI

British Council material /apps can also be of use LearnEnglish Grammar MyWordBook 2

Vocabulary Fun Games can be added Hangaroo- http://games.ncbuy.com/hangaroo/

Content

Reading Many books providing the opportunity of

reading in English are available Books of Indian Authors

Reading can be improved through material which can provide a local context. News and other websites bearing local issues

can be a good learning source Google Translator can help in converting

vernacular in English and vice-versa Available for both PC and Mobile http://translate.google.co.in/

Content

Listening Shows on All India radio like `English is fun’

can be a good starting point. British Council material can be added

http://learnenglish.britishcouncil.org/en/listen-and-watch

Localizations would be a challenge Listening to folk stories translated to

English can be an added advantage Sahitya Academy Publications have done

translation of some such stories- http://learnenglish.britishcouncil.org/en/listen-and-watch

Their recording can be done to improve English Listening

Pedagogy

What is good Pedagogy

Taking care of even Teacher’s learning and evaluation

Focus on Learning rather than Teaching

Long Term Memory (LTM) should be the focus Stress from simple to complex, From known to unknown

Understand Student Learning needs Has practical usageAdopted from Basic Principles of Pedagogy for Making Instructions Effective-

http://blog.gimt.edu.in/ExpertLectures_Student_Professional_Development/2011/03/26/1301112240000.html

Teacher’s Learning

All participating teachers would be required to take a test of English (Like TOEFL or IELTS) to get an idea of the current status of their understanding

Based on the scores , they will be provided training Sponsorship of CELTA (Certificate in Teaching

English to Speakers of Other Languages) can be created as a motivator

Teachers will also be trained on special education to ensure accessibility

Lessons in Class

All the required material needs to be digitalized

The teacher can then explain the material to students

Students can have the material on their mobile /tablet

The focus should be on Learning not just teaching

Depending upon grades, the students will be required to complete specific skills i.e. reading etc

Plan/Sequence for Learning Alphabets

(if required)

Vocabulary including

meaning in vernacular

Grammar

Reading a text first in the vernacular

and then translated in

English

Reading Text only in English

and understanding

Listening to conversations in

English and understanding

Speaking In English-

Facts

Speaking In English- Analysis

Writing in English

Self Paced Learning

After class , students can use their mobile/tablets for learning.

Power supply/battery backup should be sufficient.

The student will be able to measure his/her progress Self paced tests Fun Games Games with peers

Self Paced Learning

Once the student clears the listening part, teacher and peer feedback becomes important

Debate and Allocution  contest between students can be a good method

Group discussion moderated by teacher can also help

Essay wetting competition will help in feedback on writing skills

Proposed Progress Chart (Minimum)

Skills/Grade 6th 7th 8th 9th 10thVocabulary          Grammar          Reading          Listening          Speaking          Writing        

Value

Value is important

There are other stakeholders also (not just students and teachers) Parents Local Business Local community

Value to all these stakeholders matter for a successful ecosystem

Stakeholder Management

Regular meetings with stakeholders to explain the rational and take their feedback

Modification of curriculum based on the needs of the local economy If it is rice growing area, an example of

corn may not be suitable Some practical communication tips

for the desired profession may be added (spoken or written English)

What’s for stakeholders Parents

An opportunity for their loved one to compete with urban students and get good jobs May be a CEO of a company from your village

Local Business Need employable people with good communication

skills May be a fertile ground for future employees

Community Voice of the village at district and other forums

( Public servants from the village) Setting an example for growth of the village ( joining

private sector and thus funding of development through social responsibility

HOW CAN WE ACHIEVE?

The Implementation PlanDigitalization

of all material;

Initial launch in 10 villages of

identified district

Make necessary changes based

on feedback

Scaling up in 4-5 districts of the state

Preparation of material in other

languages

Application of the concept iat all India Basis

Estimated Cost (per village)

Initial Cost

K-yan 75,000

Teacher's Training (2) 100,000

50 Tablets @Rs.4000 each 200,000

Infrastructure cost (addiition)

50,000

Study Material 100,000

Total Initial Cost 525,000

Recurring Cost

Teachers Salary (2) 500,000

Electricity charges (KAS or others)

60,000

Recurring material cost 10,000

Other incidental 20,000

Total recurring cost (Annual)

590,000

All are estimates based on internet and experience. Actual may differ

The Business Model

The initial and running cost is high With scaling up and passage of time ,

the cost may go down due to Reduction in material cost Less requirement of teacher’s training Change in technology and thus cheaper

alternatives in technology A hybrid model is thus a better

alternative with more funding in the initial years and revenue support at the later stage

The support mantra

Non- Profit- Funding

Education Foundations – Natural extension to

primary education support

CSR support of corporation

Govt. Subsidies for disadvantageous

people

For Profit- Revenue

User fees- on the lower end

Advertisement revenue for brands- penetration

to rural market

Selling owned study material in the upper

end market

User fees would be based on pay as per capacity model as used by Aravind Eye Care, Madural - http://en.wikipedia.org/wiki/Aravind_Eye_Hospital#Methodology

Some Questions?•The proposal tries to cover all the areas of English Learning and thus tries to be as much educationally sound as possible •Also with the inclusion of Teacher’s training and stakeholder management , it has tried to cover all possible grounds to make it a success

Is it Education Sound?

•With the inclusion of games in learning and self assessment , the model tries to engage the leaner

•As a social human being,, student wants to engage with other learners . The system with the inclusion of debate etc besides group learning provides that opportunity

Does it engage the learner?

•With provision of screen reader, accessible infrastructure and all visual content , the system tries to make the learning as much accessible as possible •Special education training of teachers also tries to ensure that no learner left behind

Is it accessible to DA learners ?

•Initially with high cost , it does not seem to be scalable •With some success stories on pilot site, it will provide the right communication to foundations for their philanthropic needs and business for their employee need and thus can become scalable

Is it Scalable?

Key Risks Challenges with initial funding due to long

gestation period before tangible results Availability of power at required times

May be some material needs to be there in physical format also

Availability of good teachers ready to be a part of rural education mission Volunteers may not be feasible due to long gestation

period Proper communication to stakeholders about value

Require a good understanding of local needs to tailor-made the communication

Scalability due to diversity in languages in India 455 languages with 29 spoken by a million or more

people ( Wikipedia) Lack of objective periodic assessment

THANKS

References

Exploring Smart Applications for Effective Mobile-Assisted. Language Learning- Heyoung Kim & Yeonhee Kwon, Chung-Ang University,

Rural Entrepreneurship Models for Cellphone-Based Language Learning in India- Matthew Kam

TEACHING ENGLISH AS A SECOND LANGUAGE IN INDIA – A REVIEW -MURALI.M

Insights and Innovations in Teaching ESL for Rural Students - A Case Study - C. S. U. Abhijit and K. Sasidher