As part of the course 'Designing a New Learning Environment ', our group tried to conceptualize a model for teaching English to students in the secondary school in rural India

1. Photo Credit http://bid.berkeley.edu/papers/chi/an_exploratory_study_of_unsupe/
Light Bearers
ENGLISH (AS A SECOND LANGUAGE)
LEARNING AT RURAL INDIA
Lets share the Light of Knowledge in a lighter way
All photo credits- Google image search

2. 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

3. 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

4. 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

5. Required Areas of Learning
Vocabulary
Writing Grammar
English as
Second
Language
Speaking Reading
Listening

6. Required learning styles
(Bloom’s Taxonomy)
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering

7. Designing The Environment
ANSWERS “WHY?”
MOTIVATE CONSTITUENCIES
IGNITE PASSION
NURTURE VALUE
CATALYZE
APPLICABLE
PEDAGOGY
CONTEXTUALIZED
CONTENT
ENABLING AGENT
TECHNOLOGY
NEW POSSIBILITIES
Must continue to evolve VCEE
From -Prof Paul Kim's Presentation

8. Technology

9. 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

10. 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 Non-conventional energy:A husk power
plant in Champaran.
http://www.huskpowersystems.com/index.php

11. 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

12. 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

13. 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-seekho
http://learnenglish.britishcouncil.org/en/apps

14. 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)

15. 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

16. Content

17. 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

18. Content
 Material from Local content creators like
Pustak Mahal can be used
 All book titles mean ‘Rapidex English Speaking
Course ’
eBooks are also available

19. 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

20. 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/

21. 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/

22. 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

23. Pedagogy

24. 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 usage
Adopted from Basic Principles of Pedagogy for Making Instructions Effective-
http://blog.gimt.edu.in/ExpertLectures_Student_Professional_Development/2011/03/26/1301112240000.html

25. 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

26. 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

27. Plan/Sequence for Learning
Vocabulary including
Alphabets (if
meaning in Grammar
required)
vernacular
Listening to Reading a text first
Reading Text only in
conversations in in the vernacular and
English and
English and then translated in
understanding
understanding English
Speaking In English- Speaking In English-
Writing in English
Facts Analysis

28. 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

29. 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

30. Proposed Progress Chart
(Minimum)
Skills/Grade 6th 7th 8th 9th 10th
Vocabulary     
Grammar     
Reading   
Listening   
Speaking  
Writing 

31. Value

32. 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

33. 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)

34. 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

35. HOW CAN WE ACHIEVE?

36. The Implementation Plan
Initial launch in Make necessary
Digitalization of
10 villages of changes based
all material;
identified district on feedback
Scaling up in 4-5 Preparation of Application of
districts of the material in other the concept iat
state languages all India Basis

37. 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

38. 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

39. The support mantra
Non- Profit- For Profit-
Funding Revenue
Education Foundations –
Natural extension to primary User fees- on the lower end
education support
Advertisement revenue for
CSR support of corporation brands- penetration to rural
market
Govt. Subsidies for Selling owned study material in
disadvantageous people 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

40. Some Questions?
•The proposal tries to cover all the areas of English Learning and thus tries to be as much
educationally sound as possible
Is it Education Sound? •Also with the inclusion of Teacher’s training and stakeholder management , it has tried
to cover all possible grounds to make it a success
Does it engage the •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
learner? the inclusion of debate etc besides group learning provides that opportunity
Is it accessible to DA •With provision of screen reader, accessible infrastructure and all visual content , the
system tries to make the learning as much accessible as possible
learners ? •Special education training of teachers also tries to ensure that no learner left behind
•Initially with high cost , it does not seem to be scalable
Is it 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

41. 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

42. THANKS

43. 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