Special Package for Acquiring Competence in English (SPACE)
2012-13
A Collaborative Project of DIET, RVM
(SSA) Nalgonda
and SCERT (AP)
The
Background
·
SCERT, AP has introduced a new set of English
textbooks in classes 1,2,3,6 and 7 based on NCF 2005 and SCF 2010.
·
The revised curriculum aims at helping the learners
construct various language discourses rather than reproduce information given
in the textbook.
·
Learners are expected to use English spontaneously
and creatively.
·
This calls for better teacher professionalism in
terms of competence both in language and pedagogy.
The Shift in Approach
We have two belief systems to choose from:
·
Human mind is like an empty slate and everything
related to language comes from outside.
·
Man has innate language system which gets unfolded
in a natural linguistic environment.
Insights from cognitive psychologies, theoretical linguistics and
neurobiology force us to choose the second belief system.
Learning
Outcomes Targeted
Learners are expected to produce their own discourses both in the spoken
and written forms
Class 1
·
Dialogues
·
Description (object)
·
Story
·
Rhyme
Class 2
•
Dialogue
•
Description (person, event)
•
Story /Narrative
•
Song / Poem
•
Diary
•
Letter (personal)
•
Notice
•
Poster
Classes III, IV and V
•
Dialogue
•
Description (person, event)
•
Story / Narrative
•
Song / Poem
•
Diary
•
Letter (personal)
•
Notice
•
Poster / Slogans
•
Announcements
Classes 6
and 7
•
Narratives
•
Song / Poem
•
Diary
•
Letter (personal)
•
Notice
•
Poster
•
Slogans
•
Announcements
•
Learning Outcomes – Cont’d
•
Compeering
•
Biographical writing
•
News reports
•
Project reports
•
Speeches
•
Short Essays
•
Drama script
•
Choreography script
The Questions
1. Can our children attain
these learning outcomes?
2. Can our teachers take
children to the targeted levels of competencies?
3. Do our parents know that
these are our goals?
4. Does our system have enough
resources to materialize these goals?
The Answers
YES
•
Any child can learn any language.
•
Any teacher can achieve professional excellence.
•
Any parent has the right to know what main stream
schools are aiming at.
•
The system has enough resources which we have to
make use of.
What we
Need
•
Readiness to learn
•
Willingness to change
•
Concern for children and the society
•
Focused initiatives
•
Co-operation and Collaboration
The Myths
•
English
is best taught monolingually.
•
The
ideal teacher of English is a native
speaker.
•
The
earlier English is taught, the better the results.
•
The
more English is taught, the better the results.
•
If
other languages are used much, standards of English will drop.
The Pedagogic Issue
•
Linear treatment
(letter/sound-word-sentence-passage)
•
Fragmentary approach (teaching linguistic facts such
as structures, vocabulary)
•
Skill-based approach (repetition/drilling/practice)
•
Content / Textbook /examination –oriented
•
Neglecting thinking skills
What most
teachers do
•
Use mother tongue sumptuously, translating every
English word and sentence into mother tongue.
•
Reinforce
linguistic items through repetition.
•
Rigorous practicing of language skills (Listening,
Speaking, Reading and Writing-LSRW)
Critical
Analysis of Certain Classroom Practices
Case 1: Teaching the Alphabet
The problem
•
The
claimed simplicity of the letter does not exist. A letter is an abstract sign
which does not make any sense to the child.
•
Language
acquisition is not a linear process
Case 2: Introducing words and sentences
The Teacher shows a pen and says, ‘This is a pen’.
Problem 1: There is no
match between the idea given by the teacher and the mental text generated in
the minds of children.
Problem 2: The
communicative function of the targeted sentence is not registered
Problem 3: No
discourse is generated
Case 3: Role-Playing
The learners role-play a piece of conversation given in the textbook
Problem
•
When
a piece of conversation is role-played, it ceases to be a conversation.
•
There
is no scope for constructing language; the learner simply reproduces a given
text.
•
Critical Analysis of Certain Classroom Practices
(cont’d)
Case 4: Teaching Rhymes
•
How
long can we depend on the memory of learners?
•
Can
learning a few English rhymes contribute to learning English?
•
Won’t
the learners derive more enjoyment from the rhyme if it makes sense to them?
•
How
can we put the rhyme within the experiential orbit of the learners?
•
How
can we create a space for the learner so that she can contribute her own lines
to the rhyme?
•
Can’t
we use these rhymes to teach adjectives, prepositions, etc.?
•
Critical Analysis of Certain Classroom Practices (cont’d)
Case 5: Teaching Formulaic Expressions
The teacher gives practice in several formulaic expressions (e.g. ‘May I
come in?’)
Problem
This leads to creating language fossils.
Fossilized language kills creativity.
Case 6:
Fixed Responses
The teacher asks comprehension questions and elicits fixed responses.
Problem
•
This
does not promote communication skills. In fact real communication does not take
place.
•
The
question and response together do not make a discourse.
Assumptions
on Language and language learning
•
Language
is man’s biological system which gets unfolded.
•
Language
acquisition is a non conscious process.
•
Language
is acquired through clusters of linguistic expressions involved in the
reception and production of discourses.
•
Language is not the totality of the four skills
(LSRW) but the inner competence manifest in the performance of their skills.
•
Language acquisition can take place only in a
collaborative environment
•
Language is acquired not through repetition but
through recurrence.
The Intervention
An innovative
programme called SPACE (Special Package for Acquiring Competence in English)
•
Strict
adherence to the State Curriculum and textbooks
•
Augmentation
of existing structures and systems
•
Continuous
professional development of teachers
•
Targeting
the entire student population
Objectives
of SPACE
•
To help children use English spontaneously and
creatively
•
To empower teachers both in language and pedagogy
•
To encourage local initiatives and explorations in
the field of education
•
To gain academic credibility for the main stream
education
•
To develop sustainable models in the field of
education
•
To materialize convergence with local self
governments
SPACE –
Highlights
•
Supports
co-operative learning.
•
Involves
learners in real life situations.
•
Emphasizes
the context in which learning takes place.
•
Considers
the beliefs and attitudes of the learners.
•
Provides
learners the opportunity to construct new knowledge from authentic experience.
•
Ensures
the spontaneous construction of a variety of oral and written discourses such
as conversation, description, poem, letter, diary, narrative, report, debate
and speech.
•
Makes use of a number of activities meant for the
development of multiple intelligences.
•
Bridges
the gap between the so-called “good” and “bad” performers of language.
•
Ensures
collaborative learning atmosphere in the classroom.
•
Integrates
the various skills of language in a most natural way.
•
Ensures
the paradigm shift from the skill-based approach to the knowledge-based
approach.
•
Makes
use of continuous and comprehensive evaluation scheme.
•
Promotes
creative and meaningful use of language rather than mechanical reproduction of
language texts,
Research mode of Intervention
·
BAS
and Achievement Studies
·
Intensive
Monitoring
·
On-Site
Support for Teachers
·
Process
documentation at all stages
·
Video-documentation
of classroom teaching
·
Strengthening
of CCE
·
Augmentation
of the system
Details of Schools, Teachers and Students
|
Category
|
No. of schools
|
No. of teachers
|
No. of students
|
|
PS
|
39
|
99
|
2625
|
|
UPS
|
2
|
11
|
|
|
HS
|
11
|
134
|
2036
|
|
Success schools
|
6
|
|
466
|
Training Schedule
|
Batch
|
5-day Trg
|
3-Day Trg
|
2-Day Trg
|
|
I
|
20
– 24 Nov 2012
|
10-12 Dec 2012
|
27-28
Dec 2012
|
|
II
|
25
– 30 Nov 12
|
15-
18 Dec 2012
|
2-
3 Jan 2013
|
|
III
|
1
– 6 Dec 2012
|
21-24
Dec 2012
|
8-9
Jan 2013
|
|
IV
|
10-
14 Dec 2012
|
29
Nov to 1 Jan
|
14-15
Jan 13
|
Monitoring
Schedule
|
Batch
|
Period
|
Period
|
Period
|
|
I
|
26th Nov to 6th Dec
|
13th to 24th Dec
|
29th
Dec to 10th Jan
|
|
II
|
1st
to 13th Dec
|
19th
to 31st Dec
|
4th
to 14th Jan
|
|
III
|
7th
to 20th Dec
|
26th
Dec to 5th Jan
|
10th
to 20th Jan
|
|
IV
|
15th
to 27th Dec
|
2nd
to 13th Jan
|
16th
to 27th Jan
|
School level sharing of classroom experience
•
Batch 1 : 7th Dec; 26th Dec; 11
Jan
•
Batch 2 : 14th Dec; 1st Jan
and 12th Jan
•
Batch 3 : 21st
Dec; 6th Jan and 21st Jan
•
Batch 4 : 28th
Dec; 14th Jan; and 20th Jan
Dissemination
•
Complex level
sharing and review on 30th Jan 2013
•
School level
English Fest March 3 rd week
•
Mandal level
Fest 1st week April
•
Exhibition of children’s own magazines, journals,
etc. and public performances in all fests
Monitoring:
The Team
1. SCERT Faculty
2. DIET Faculty
3. Programme Officer
4. District Coordinator
5. RPs
Monitoring
: The Process
•
2 consecutive days for LP
•
1st day forenoon – Classes 1 and 2
•
1st day afternoon - Classes 3 and 4
•
2nd Day Forenoon – Classes 4 and 5
•
2nd Day Afternoon – Discussion with the
teachers
•
(A similar process for Classes 6 and 7)
Field Evidence
•
Kerala
is the only other state where the revised pedagogy has been in use is Kerala.
•
In
the first year of its introduction children in primary classes in one district
produced nearly 20,00,000 journals in English with their own creative writing
The
Roadmap of SPACE
November
2012
|
Date
|
Activity
|
Personnel
|
|
13-11-
2012
|
Brain
storming on the English project
|
|
|
14-11-
12
|
|
|
|
14-11-12
|
|
|
|
15-11-12
|
|
|
|
16-11-12
|
|
|
|
17-11-12
|
Planning
for the training
preparations
for BAS
|
|
|
18-11-12
|
-Do-
|
|
|
19-11-12
|
BAS
in all classes in all schools
|
|
|
20-11-12
|
Phase
1 training for Batch 1
|
|
|
21-11-12
|
-Do-
|
|
|
22-11-12
|
-Do-
|
|
|
23-11-12
|
-Do-
|
|
|
24-11-12
|
-Do-
|
|
|
25-11-12
|
Orientation
of the monitoring team
|
|
|
26-11-12
|
Phase
1 training for Batch 2
Field
Monitoring of Batch 1 tryout
|
|
|
27-11-12
|
-Do-
|
|
|
28-11-12
|
-Do-
|
|
|
29-11-12
|
-Do-
|
|
|
30-11-12
|
-Do-
|
|
December
2012
|
Date
|
Programme
|
Personnel
|
|
1-12-12
|
Phase 1 training for Batch 3
Monitoring
of Batch 1and 2 tryouts
|
|
|
2-12-12
|
Sunday
|
|
|
3-12-12
|
Phase 1 training for Batch 3
Monitoring
of Batch 1 and 2 tryouts
|
|
|
4-12-12
|
-Do-
|
|
|
5-12-12
|
-Do-
|
|
|
6-12-12
|
-Do-
|
|
|
7-12-12
|
Monitoring
of Batches 1, 2 and 3 tryouts
|
|
|
8-12-12
|
Review
of Phase 1 Monitoring
Planning
for Phase 2 training
|
|
|
9-12-12
|
Sunday
|
|
|
10-12-12
|
Phase
1 training for Batch 4
Phase
2 training of Batch 1
Monitoring
of Batches 2 and 3 tryouts
|
|
|
11-12-12
|
-Do-
|
|
|
12-12-12
|
-Do-
|
|
|
13-12-12
|
Phase
1 training for Batch 4
Monitoring
of Batch 1,2 and 3 tryouts
|
|
|
14-12-12
|
Phase
1 training for Batch 4
Monitoring
of Batches 1,2 and 3 tryouts
|
|
|
15-12-12
|
Phase
2 training for Batch 2
Monitoring
of Batches 1, 3 and 4 tryouts
|
|
|
16-12-12
|
Sunday
|
|
|
17-12-12
|
Phase
2 training for Batch 2
Monitoring
of Batches 1, 3 and 4 tryouts
|
|
|
18-12-12
|
-Do-
|
|
|
19-1-2-12
|
Monitoring
of Batches 1,2,3 and 4 tryouts
|
|
|
20-12-12
|
-Do-
|
|
|
21-12-12
|
Phase
2 training for Batch 3
Monitoring
of Batches 1,2, and 4 tryouts
|
|
|
22-12-12
|
-Do-
|
|
|
23-12-12
|
Sunday
|
|
|
24-12-12
|
Phase
2 training for Batch 3
Monitoring
of Batches 1, 2 and 4 tryouts
|
|
|
25-12-12
|
Xmas Holiday
|
|
|
26-12-12
|
Monitoring
of Batches 1,2,3 and 4 tryouts
|
|
|
27-12-12
|
Phase 3 training for Batch 1
Monitoring
of Batches 2,3 and 4 tryouts
|
|
|
28-12-12
|
-Do-
|
|
|
29-12-12
|
Phase
2 training for Batch 4
Monitoring
of Batches 1,2 and 3 tryouts
|
|
|
30-12-12
|
Sunday
|
|
|
31-12-12
|
Phase
2 training for Batch 4
Monitoring
of Batches 1,2 and 3 tryouts
|
|
January
2013
|
Date
|
Programme
|
Personnel
|
|
1-1-2013
|
Phase
2 training for Batch 4
Monitoring
of Batches 1,2 and 3 tryouts
|
|
|
2-1-13
|
Phase
3 training for Batch 2
Monitoring
of Batches 1,3 and 4 tryouts
|
|
|
3-1-13
|
-Do-
|
|
|
4-1-13
|
Monitoring
of Batches 1,2,3 and 4 tryouts
|
|
|
5-1-13
|
Monitoring
of Batches 1,2,3 and 4 tryouts
|
|
|
6-1-13
|
Sunday
|
|
|
7-1-13
|
Monitoring
of Batches 1,2,3,and 4 tryouts
|
|
|
8-1-13
|
Phase
3 training for Batch 3
Monitoring
of Batches 1,2 and 4 tryouts
|
|
|
9-1-13
|
-Do-
|
|
|
10-1-13
|
Monitoring
of Batches 1,2,3 and 4 tryouts
|
|
|
11-1-13
|
-Do-
|
|
|
12-1-13
|
-Do-
|
|
|
13-1-13
|
Sunday
|
|
|
14-1-13
|
Phase
3 training for Batch 4
Monitoring
of Batch 1,2, and 3 tryouts
|
|
|
15-1-13
|
-Do-
|
|
|
16-1-13
|
Monitoring
of Batches 1,2,3 and 4 tryouts
|
|
|
17-1-13
|
-Do-
|
|
|
18-1-13
|
-Do-
|
|
|
19-1-13
|
-Do-
|
|
|
20-1-13
|
Sunday
|
|
|
21-1-13
|
Monitoring
of Batches 1,2,3 and 4 tryouts
|
|
|
22-1-13
|
-Do-
|
|
|
23-1-13
|
-Do-
|
|
|
24-1-13
|
-Do-
|
|
|
25-1-13
|
-Do-
|
|
|
26-1-13
|
-Do-
|
|
|
27-1-13
|
Sunday
|
|
|
28-1-13
|
Monitoring
|
|
|
29-1-13
|
-Do-
|
|
|
30-1-13
|
-Do-
|
|
|
31-1-13
|
-Do-
|
|
13th Nov 2012
Dr. K.N. Anandan
