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