uk india english partnerships forum presentation - british council
TRANSCRIPT
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Children studying English in West Bengal
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(2010) Azam, M Chin, A and Prakash, N
The Returns to English-Language Skills in India
‘The place of English is not merely an educational issue, but it
is also an issue of social change, personal advancement and
national development.’
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Career growth
Accessing the Internet
Overcome social inferiority
Social status - respect
To teach the children
Paperwork in schools,
hospitals
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Teacher Education Support in Schools: TESS-India
Children in a village school in Khamtarai, Bolangir, Orissa
Courtesy of Regents Park
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Maharashtra ELIPS
State
Government of
Maharashtra
abdi
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v
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When asked about implementing the learning in their classroom the teachers said…
‘Will change my story teaching method. Will use pictures while teaching story’
‘Create a positive environment in my classroom’
‘Use scaffolding till my students can perform independently’
‘Adopt more pupil activity time in my class’
80% of the teachers mentioned
that the content was absolutely new
and relevant to them.
This speaks about the properly
identified need and effectiveness of
the materials developed for the
purpose.
60% of the teachers have adapted
the textbook activities to make
teaching more student centric
The result from lesson observations of
trained Master Trainers suggest that
there is a significant difference in
practice and behaviour when
measured against a control group of
teachers who did not receive ant
training. This clearly shows the
effectiveness of our intervention in
Maharashtra
97-100% of MTs said that
they would recommend the
ELIPS training course to other
teachers
Bihar: BLISS
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16 TO 18 March,2013
Hyderabad
TEC13
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Designed by Dr Kirti Kapoor, NCERT CPD Think Tank Member
Right to Education Act
Twelfth Plan
Universalisation of Primary
Secondary Education (SSA, RMSA)
Continuous Comprehensive Evaluation
Teacher Education Mission
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English in Indian Schools
Policies for learning opportunities
R. Amritavalli
The English & Foreign Languages University
Hyderabad, India
Due to variation in
•teacher proficiency
•pupil exposure to English
outside school
ELT in India ranges from
ESL (second lg.) to EFL
(foreign lg.)
• English is taught to every
schoolchild in India
• People, esp. the
marginalised, aspire to
learn this language of
opportunity
English for every child
Unequal Access A hypothetical hierarchy of access to English
Private “English medium”/ Govt. aided elite, (urban?)
schools: pupils from educated homes
Newer, private “English medium” schools – response to
popular demand (upward mobility)
Govt.-aided “regional medium” schools (educational
societies)
Govt. “regional medium” schools: largest enrolment - rural,
district and municipal schools
More English earlier than before
• New economic policies Flight from regional medium
govt. schools to private English medium schools
• Demand for earlier access to English for everyone (Right
to Education till class 8, age 14)
• “Regional medium” schools now introduce English at
class 1-plus, as against class 5- plus; also, now “English
medium” government schools
• Shifts ELT focus to elementary education
Problems and a solution
• Pupil numbers, dropout / discontinuance rate, teacher
proficiency, desirability of education in the home
languages - traditionally recognized deterrents to early
introduction of English
• Abiding national vision of bi- or multilingualism
• Multilingualism a success story in Central Schools
(Sciences in English, Arts/ Humanities in Hindi)
[Research / collaboration opportunity]
• English does not stand alone in the curriculum
CALP across curriculum
• English has its place along with other Indian languages,
and with the use of English in other subjects (“language
across the curriculum”)
• Goal: A common multilingual “cognitive academic
linguistic proficiency (CALP),” built on a basic ability to
spontaneously use a language (understand spoken/
written language, speak/ write simple English)
• “Acquisition” rather than “learning” of English
Teaching for acquisition
• Input-rich environments, not mastery-learning of
prescribed texts to pass examinations
• Pre-literacy curriculum, Whole language approach and
story telling, Communicative teaching, task-based
teaching: all limited by teacher-proficiency?
• Challenge: complement and supplement teacher inputs,
without disturbing teacher’s “sense of plausibility” about
classroom ethos: upscaling
Learner autonomy
• Teacher confidence/ comfort level enhanced through
recognition of classroom multilinguality
• Teacher enables access to English [aural/ visual media;
print-rich environment; class libraries, Big books, reading
cards, multilingual/ talking books]
• Cognitive and linguistic age appropriacy of methods and
materials; Learner-centred methods, learner-chosen
texts
• Teacher as learner and user of English
Evaluation of Attainment
• Evaluation: learner portfolios, diaries, comprehensive
continuous evaluation
• Learner attainments vs. immediate teaching goals:
change from behaviourist to constructivist, cognitive
perspective (Piaget, Vygotsky, Chomsky)
• Teacher development – multilingualism in ideational
component; proficiency enhancement; context of
Continuous Professional Development
ELT in India: success or failure?
Success story, or failure?
• More people are now learning more English than 50
years ago; greater participation of Indians in publishing,
authoring, journalism and science
• Malaise of incomplete or inaccurate learning more visible
in language learning than in science
• and more damaging to any future academic learning of
content subjects, through language
Thank you!
ENGLISH
&
ELEMENTARY SCHOOL
CHILDREN IN INDIA
Since 2005, ASER has been carried out
in every rural district in India.
Facilitated by Pratham/ASER Centre, a
local organization/institution conducts
ASER in their own district. Over 500
district partners participate each year.
Approximately 25,000 volunteers.
ASER has a representative sample of
children age 3-16 in a district.
ASER is a household survey. It asks
whether children are enrolled in school
and whether they can read or do basic
arithmetic.
In 2012, 561 districts, 16,166 villages reached.
Over 330,000 households and close to 600,000
children surveyed. About 440,000 children assessed
in English.
ASER TOOL Basic English tasks
in ASER 2012
Read the words aloud.
Explain the meaning of the word in your
own language
Read the sentences aloud.
Explain the meaning in your
own language
% Children who: Std III Std V Std VIII
Cannot read letters yet 25.6 12.5 4.3
Can read letters but not words
46.0 38.6 22.4
Can read words but not sentences
18.4 26.4 26.3
Can read simple sentences (and more)
10.1 22.5 47.0
Total 100 100 100
Of those who can read : Std VIII
Words, % who can tell you the meaning 65.0
Sentences, % who can tell you the meaning 72.0
ASER 2012 : English reading
level & meaning making
Such basic figures are useful for
anchoring instruction and action
to reality :
What should learning goals be
for English in different grades?
What kinds of textbook/other
materials are appropriate to
support children’s learning?
How should teacher training be
oriented to serve the needs of
children?
Ability to read basic English:
Govt. schools & private schools
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10
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30
40
50
60
70
80
All India Uttar Pradesh Rajasthan Andhra Pradesh
% S
td 5
ch
ildre
n
% Std 5 children who can read simple sentences in English by school type: Govt &
Private schools
Govt Pvt
FACTS :
Private school enrollment in
rural India is increasing :
18.7% (2006) to 28.3% (2012)
Parents aspiration for English
education is partly fueling the
move to private schools?
QUESTION :
How good are private
schools in imparting English?
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10
20
30
40
50
60
70
All India Maharashtra West Bengal Bihar
% S
td 5
ch
ildre
n
Children in Std 5: Selected states % Children who can read in their language (Std II
level text) and in English (simple sentences)
Std II level text in local language Simple sentences in English
Comparisons in reading: Regional language and English
In India, the regional language which is used as a medium of instruction in schools is often the second
language for children. English thus may be the third language. We do not know enough about what is the
optimal stage to introduce English and how to deal with English as a third language, given than reading ability
in the regional language is weak.
QUESTION: What is the relationship between children’s ability to deal with regional language & English?
Pratham /ASER Centre also does other types of assessments in basic English with primary school children across the country. For example : A cohort of 100,000 children of Std 3, 4 and 5 in 14 states have been followed over 2 school years : 2010-11 and 2011-12.
These children are assessed one-on-one on a set of English tasks that range from speaking, understanding, reading and writing.
Read & Say Children given a text to read. Then there are questions based on the text. Children can answer in English or in their own language.
Things to think about
English as a second language vs English as a third language ? For
most of India’s children, English is a third language. Are we prepared to
deal effectively with this context?
Is there an advantage to starting English early in the primary school
years especially when children’s ability to read in their own language is
low and grows slowly.
What is the “growth” in English ability over time – in understanding,
speaking, reading and writing as children go through elementary school?
For more information :
www.pratham.org
www.asercentre.org
Or write to
Bihar: BLISS
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ELT Research: Providing a Base
for Collaboration
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Institutions of Higher Education
Colleges: 31,324
Universities: 568
Central: 41
State: 285
Private: 112
Deemed-to-be-universities: 130
Most of the 326 Central and State Universities
have postgraduate departments of English.
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About EFLU
1958: Central Institute of English (CIE)
1972: Central Institute of English and
Foreign Languages (CIEFL)
1973: Deemed University
2006: Central University
2007: English and Foreign Languages University
(EFLU)
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Objectives of EFLU
(with specific reference to ELT)
1.Provide instructional, research, and
extension facilities
2. Train teachers in methods appropriate to India
3. Provide expertise in language and teacher
education to foreign professionals
4. Evolve indigenous ways of testing language
proficiency
5. Develop innovative teaching-learning materials
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ELT research degrees awarded:1975 to 2012
MLitt: 141
MPhil: 220
PhD: 83
Current registration in the School of ELE
MPhil: 26
PhD: 96
(Foreign students: 20)
Broad areas: Curriculum Design, Course Design, Methods
and Materials, Teacher Education, SLA, ESP, TBLT, and
Teaching English in Multilingual Contexts
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International Collaboration
EFLU has MoUs with
■ 11 countries
■ 17 universities
Most active links:
Dresden Technical University, Germany
Universite de Lyon 2, France
Oakton Community College, USA
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Possible modes of collaboration
with UK universities
Faculty and student exchange
Joint modules for study programmes
Joint research degrees
Joint research projects
Joint seminars and conferences
Faculty development seminars and workshops
Joint research publications
Chair of Indian ELT in a UK university
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UK-India ELT Collaborations Antecedents: CIE (1958), CIEFL (1973), now EFL-U (2007)
The ‘Survey of Indian ELT Research’ A current collaborative project (EFL-U – Warwick)
The ‘Survey of Indian ELT Research’
Needs for multilateral cooperation
UK-India ELT Collaborations
Current state and future directions: a British
Council investigation
January 2013
ELT Research Partnership Awards
(ELTRPA)
English Language
Training Market
Opportunity
January 2013
“Special emphasis on verbal and written communication skills, especially, but not limited to, English would go a long way in improving the employability of the large and growing mass of disempowered youth.”
- Planning Commission, Twelfth Five Year Plan (2012-
2017)
India: English Language Training Market
• India: 1/6th world population, 1.2bn of which 100m speak English
• English is considered to be a key employability skill
• Government of India plans to Universalise Secondary Education cites English as one of the three priority subjects (alongside Maths and Science)
Context
India: English Language Training Market
• Market size estimated to grow from $2.76bn (USD) in 2012 to $4.67bn in 2015
Market Structure
India: English Language Training Market
Estimated Share of Revenue by Sector – iValue 2013
• Direct training
• Train the trainer
• Publishing
• Curriculum and Content Development
• Blended/Online Learning Platforms
• Assessment and certification
Modality
India: English Language Training Market
• Skill Development market is not subject to regulation – both an opportunity and a challenge
• Specific opportunities identified in: • Local Language Publications
• Vocationally Specific English Language
• Spoken English as an Employability Skills
Opportunities
India: English Language Training Market
UK Trade & Investment: Education & Skills
Linguaphone and Birla Edutech: Franchisee agreement to
provide ELT in India.
BKSB: Assisted BKSB in identifying potential distributors for
their online English language training
Cambridge ESOL & IL&FS: Helped Cambridge ESOL establish
contact with potential end-users
London School of English – Undertook a report to identify
potential franchisees. Discussions ongoing
Bournville College: Advised on potential opportunities for
employability skills that includes ELT
Overseas Market Introduction Service (OMIS)- a flexible business tool,
letting you use the services of UKTI teams
Market, sector advice
Identification of possible business partners
Support during overseas visits
Analysis of market entry
strategies
Website: http://www.ukti.gov.uk/pt_pt/export/howwehelp/overseasmarketintroductionservice.html
Contact: • Sunita Kapoor Senior Trade and Investment Adviser: [email protected] • Nidhi Jain Trade and Investment Adviser: [email protected]
India: English Language Training Market
Contact: • Chris Brandwood Director English South Asia: ([email protected]) • Alison Barrett Assistant Director English Partnerships India: ([email protected]) • Nirupa Fernandez Assistant Director Digital English Partnerships India: ([email protected]) • Dr. Debanjan Chakrabarti Head English Partnerships East India: ([email protected])
Website: http://www.britishcouncil.in/
SPARK: Supporting Partnerships Academics
Research & Knowledge
Contact: • Leighton Ernsberger Senior Education and Skills Adviser: ([email protected])
Website: http://www.spark-ukindia.org ELT Market Report (iValue): http://www.ukinindia.fco.gov.uk/en/news/?view=pressr&id=854007482
Overview of Digital and Private sector
Macro market
understanding
Consumer needs and
aspirations
Implications
Key players, Channels and
models
Overview
1.2 Bn. population
30% urban population and growing
Increasing share of wallet for education
46% of the population are < 25 yrs old
Only 27% of the youth are educated in English Medium
(Complete + Partly)
Overview of India
India – Digital profile
415 Mn. TV viewers, 515 channels, 150 of which are C & S pay
channels
India is #3 in the world in terms of number
of Internet users
2 1 3
Unites states (245 Million)
China (485 Million)
India (150 Million)
Internet penetration in India hovering
around 12 %
4.5%3.6% 3.7%
7.0%
8.5% 8.4%
12%
2005 2006 2007 2009 2010 2011* 2012
*Source: World Internet User Statistics (2011 data is only till June 30, 2011
82% 78%
43%37% 36%
12%
UK US Russia Brazil China India
A quick comparison
India Trend
Proportion of Youth audience in India
larger than Regional, Global averages Composition of Internet Audience (15+ yrs)
75%
Internet Audience 15+ accessing Internet from Home or Work
Source: ComScore Media Metrix, March 2011
57%
52%
40% of the online users in India visit Education related sites - much higher than
Asia Pacific (10%) and world (23%) proportions
Source: my.opera.com/
Mobile is the only way to access internet
It is convenient when away from computer
It is cheaper than using a computer
It is easier than using a computer
Why do you choose internet through Mobile?
For 41% of the Indians, mobile phone is
the only possible way to access internet
1http://www.pluggd.in/mobile-only-internet-generation-in-india-297/ *TRAI # GOOGLE/http://in.news.yahoo.com/india-now-third-biggest-internet-user-20101213-003811-994.html
Mobile Internet users are heavily male dominated (95.2%)
also primarily young people with 94% aged between 13
and 34.
Million mobile
internet users#
Million Mobile phone
users1
Million Internet
capable handset
users*
900
381
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Social Networking shows robust growth…much
higher than seen in Asia Pacific..
+16%
+2%
+6%
Internet Audience 15+ accessing Internet from Home or Work
Source: comScore Media Metrix, March 2011
+8%
-14% -8%
+13%
-14% -8%
Career Services & Development Site
Education Site Social Networking
March 2010 Reach
March 2011 Reach
Digital Engagement Digital Activities
Digital Lifestyles - ASPIRERS
Number of friends
Digital
Engagement
India
Emerg Asia
MENA
SSA
Involvement
Consumption
Male Female
Younger Older
Employed Not employed
High Low
Digital Attitudes
Where?
Who?
Brand interaction
Open to
brands
Brands are
intrusive
Level of online purchasing
(out of six) 6th
Above average touchpoints
ONLINE OFFLINE Branded sites Offline media
Retailer sites Retail shop
Price comparison Offline WOM
Search engine
User review on blog
Review sites
Social network comments
Frequency of internet access The Internet improves the
relationships I have with other
people
In the online world, I can better
express my feelings
Internet enables me to belong
and be accepted by my friends
I can´t imagine a life without the
internet anymore
Life without the internet would
be a lot less fun
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“I’m looking to create a
personal space online”
H
L
L
H
Global segmentation. See methodology pack for details
Base: Aspirers 7753
Indian segments: Aspirers ,
Communicators,
Influencers, Knowledge Seekers
Finding
Involvement and engagement is
the key to Indian consumers.
Deliver the content in an emotional
way
Implication
Especially among Influencers and
Communicators future growth of
various online activities to be
expected.
Digital Strategies for Aspirers need
to be time efficient. Offline should
also be strongly considered
Aspirers are 45% of the Indian
market and are low / medium
users of most activities with only
7% accessing the internet daily
These are the segments with
highest potential and the facilities to
access the internet
Digital lifestyles
English in India
• Indian ELT market is currently estimated to be USD 2.75
bn
• Unorganised players dominate this market accounting for
about 85% of the market
• Expenditure on ELT and soft skills training forms
approximately 30% of corporate training expenditure
• Face to face delivery currently most popular mode of
delivery but newer modes of delivery (digital and mobile
learning) are growing faster than traditional modes
Key Players
British Council
Mobile learning
British Council
Win 8 app
E-learning and
Blended learning
M-learning
Digital interactive
solutions
Implications - Digital
Picture
Plan for explosion of digital behaviour as
access improves
Focus on social as critical engagement
point
Align online contact strategies to offline point of
sale
Digital is an emerging opportunity;
traditional media should still occupy
significant spend
Focus on rural market where internet and
mobile access is growing faster
Tablets, tablets everywhere!
Implications - English
Picture
There is demand for Indian
contextualisation, including translation and
local languages
Learning programs need to offer different
levels
Align online contact strategies to offline point of
sale
Learning solutions have to be easy and cost
effective
Learning solutions need to be time efficient
– get them where they want to be quickly!
Views on learning are traditional – structured,
emphasis on grammar and vocabulary
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