AN INTERVENTION CUM ACTION RESEARCH FOR TEACHING

ENGLISH TO SCHOOL BEGINNERS WITH EMPHASIS ON TWO SOFT SKILLS: A FEASIBILITY STUDY

 

Dr. Lalit Kishore

Context of the marginalized learners

-Social isolation-Gap between home language

and school language-Lack of academic support at

home: a good majority is that of first generation learners

-Social learning in different and unique

For learning English

-End Social Isolation By Small Group Learning -Develop Cultural Linkage Through Transitional

Material Strategies From Home Language To School Language To New Language

-Build Corrective Feedback And Enough Practice For Consolidation Of On-going Learning In Classroom To Compensate For The Lack Of Lack Of Academic Support At Home

-Allow Freedom Of Pace Of Learning Initially To Cross The Barriers From Social Learning To Formal And Institutionalized Learning.

Way out

• Education is for children not the vice-versa.

• Education is to be made contextual and inclusive by respecting diversity

• For the marginalized children, the compensatory, transitional and accommodative pedagogies are to be designed and transacted

• In sum, pedagogy needs to adjusted to the context of learners

ObjectiveTo undertake a rapid

feasibility study of an intervention for school beginners of a marginalized group using life skills of self-awareness and social awareness

Methodology

Intervention cum action research study Focus group R & D for group-learning worksheets for

learning of English alphabet for a lesson and implementation for 3 months

Lesson study by investigator Comparison group from a neighbouring

school

Sample

N=25 Marginalized girls (9-11 years) Drop-outs, non-starters Single teacher small school called

‘Pehchan Shala’ under UNICEF supported project in Chaksu

Intervention features

• Skills of group work, cooperation and oral communication as the core skills through worksheets

• Written practice in the period through worksheets• Week-end revision and consolidation• Lesson study by investigator and teacher followed by

weekly review and planning Sunday workshops• On hour period daily: 20 minutes teach for teacher

directed learning, group work and individual practice• Transition to textbook after a month of intervention• A common quarterly test with a government school

through a teacher made teat

RESULT

• A comparison on achievement scores with a neighboring school students on a teacher-made achievement test showed significantly better performance by the treatment group (p<0.05) with t-test analysis.

• It is feasible : Match material and pedagogy to children’s context

Implications

• Organisation of school-based contextual interventions for transition and integration of deprived group children for learning English

• Encouragement of intervention and action research at both in-service and pre-service levels.

• Respecting diversity as a value and incorporating contextual and affirmative pedagogies by changing school practices and classroom structure to accommodate children