1,774
edits
Changes
Jump to navigation
Jump to search
Line 1:
Line 1: − A recent study by the Azim Premji University has found that 92% of children between the 2nd and 6th grades have lost at least one language skill from their previous class. While there may have been different interventions to reach children either through broadcast programs or online classes, it has been widely documented that these have not reached majority of the students. In particular, these resources would not have been able to create an immersive language learning environment which is essential for language acquisition. − − +
→What are these resources?
=== What are these resources? ===
=== What are these resources? ===
The learning loss in the area of language could be due to a variety of reasons including:
The learning loss in the area of language could be due to a variety of reasons including:
* loss of language competencies acquired due to lack of opportunities to practice the skill
* loss of language competencies acquired due to lack of opportunities to practice the skill
* and delays in the acquisition of new skills due to lack of inputs
* and delays in the acquisition of new skills due to lack of inputs
* emotional and psychological stresses in the child's life due to the pandemic
* emotional and psychological stresses in the child's life due to the pandemic
The teacher needs to have resources that are able to support the children in language acquisition at the levels they are - ranging from building/ reinforcing early language skills to grade-appropriate reading materials. These are not meant to be supplementary resources for the textbook, rather a set of resources for teachers to address the language learning needs of the children, at the level they are. The resources will focus on building the LSRW skills and will be based both a phonetic approach to language learning as well a whole language approach. This approach can be used both for first language learning and English - though for English (or any other second language) there needs to be a much longer period of instructional activities for listening. The resources are broadly structured along the LSRW competencies, however, their use in classrooms is expected to be seamless.
The teacher needs to have resources that are able to support the children in language acquisition at the levels they are - ranging from building/ reinforcing early language skills to grade-appropriate reading materials. These are not meant to be supplementary resources for the textbook, rather a set of resources for teachers to address the language learning needs of the children, at the level they are. The resources will focus on building the LSRW skills and will be based both a phonetic approach to language learning as well a whole language approach. This approach can be used both for first language learning and English - though for English (or any other second language) there needs to be a much longer period of instructional activities for listening. The resources are broadly structured along the LSRW competencies, however, their use in classrooms is expected to be seamless.
=== Scope of resources ===
=== Scope of resources ===