SAIIER 2021:Efficient and effective (English) language learning
 Isai Ambalam School |
 |
 Arulvazhi Education Centre |
| Efficient and effective (English) language learning system based on contemporary research in Natural Language Acquisition a project of Entity::Isai Ambalam School by Raghu Prashanth R | ||
Isai Language Research Lab is focused on developing classroom content which breathes life into classrooms and where learning happens naturally. We are making this happen by bridging the gap between research in multiple fields and classroom implementation. Effectively, we are bringing research outcomes into the classrooms. We are currently focusing on developing skill-specific content using TPR (Total Physical Response)and TPRS (Total Physical Response Storytelling) methodologies for English Language teaching befitting to our context.
The goals of this project were:
- To enable children to communicate effectively in English language in order to function in a variety of situations and for multiple purposes.
- To establish content, classroom processes and training procedures in the Natural approach to learning for learning outcomes.
- To address the challenges in the Foundational Literacy stage.
Description of project:
The core team of the Language Research Lab includes Sanjeev R., Raghu, Srilekha, Mohan, Sirisha, Archana, Shanti, Sankarabharanam and Isai Ambalam teachers. The team adapted various research-proven approaches in the domain of Natural Language Acquisition (NLA) to achieve the goals listed above, including Total Physical Response (TPR), TPR stories (TPRS), NLA Tools and other proprietary tools to develop language skills in children.
We created lesson plans based on TPR and TPRS methodologies considering the children. We started creating a more advanced version of the content, considering both children and teachers. As part of this project various teacher training workshops were conducted relevant to the subject matter. 15 teachers were trained in this methodology, and 250 children benefitted.
Our approach and the material we developed has five phases:
- Phase 1: Listening and comprehension: In this phase, we focus on comprehension in different contexts. The process we follow is focused on internalization of language rather than rote memorization. The language gets registered in physical and emotional dimensions.
- Phase 2: Speech generation: In this phase, we focus on speech generation in a graded and natural way. Moving from comprehension to speech generation is a delicate process, which involves brainswitching. We are currently using TPRS methodology and art work to elicit speech.
- Phase 3: Developing reading fluency: During this phase, proprietary NLA tools are used for developing reading fluency in the children, which are similar to Readers Theatre and phrase reading techniques. Actions and emotions are used to reduce eye fixations, increase reading comprehension and fluency.
- Phase 4: Developing writing skills: In this phase, will focus on various aspects of writing skills like spelling, sentence structures and punctuation. Writing skills are developed by applying them in a real life context.
- Phase 5: Academic reading and writing: In this phase, LSRW skills are developed in the earlier stages and are fine tuned to match the academic reading and writing skills.
Outcomes:
Teachers became more conscious of skills that children should learn while teaching. Teachers were able to identify the gaps in their language teaching methodology and started changing accordingly. There was a considerable improvement in skills, student engagement and joyful environment with the new lesson plans. Classrooms became livelier and more effective. Improvements became noticeable within a few classes we were able to conduct.
As Researchers we benefited through receiving and reading TPR, TPRS books and various relevant materials related to ELT. We attended conferences and got in touch with originators of the method and researchers worldwide and received feedback on our efforts.
We made an MoU with TATA Chemicals to implement this approach in their 6 village learning centers near Cuddalore. Work is in progress to implement the same in 14 more VLC’s in Mambattu, Andhra Pradesh.
Reflections:
The joy of discovery of simple yet profound things kept our enthusiasm and feeling of progress. The patterns we observed, whether it is in the Language Acquisition process, teaching process or in the working process made us more sensible human beings. Everyday “aha” moments made us more exuberant, alive and rigorous.
Whenever we got best results, it dawned on us that we were in better alignment with Sri Aurobindo’s principles of education. We feel that we had been inching towards the implementation of his principles. Then consciously, we started using Sri Aurobindo’s principles of education as our compass in our discussions and whenever we lost direction.
We want to breathe life into classrooms. Unless the team is more alive and exuberant with life it is not going to happen. Building a team of volunteers who can add this process was challenging. This project has become an instrument for our inner sadhana and has become a constant learning companion.
Conclusion:
Currently, we are consolidating the work we have done into a proper package with all supporting systems (designing Assessments, Curriculum, Training videos, Audio content, sharing platform, etc.), needed to enable language skills in children.
We are looking at developing Master Trainers in this methodology and to establish a core research group. We would like to create an open platform for engaging Researchers, Master Trainers, Consultants, Trainers for the implementation of Natural Approach in school curriculum, thereby providing guidance to students and parents, school management and policy makers on language learning.