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Te aching of English at Primary Level in

Government Schools

2012

EdCIL (India) Ltd.

Technical Support Group

Sarva Shiksha Abhiyan, New Delhi

National Council of Educational

Research & Training,

New Delhi

Teaching of English at Primary Level

in Government Schools

Synthesis Report

Prepared by:

Dr. Usha Dutta, NCERT

Dr. Neeru Bala, TSG - SSA, EdCIL

and 2012

EdCIL (India) Ltd.

Technical Support Group

Sarva Shiksha Abhiyan, New Delhi

National Council of Educational

Research & Training,

New Delhi

Research Team

Principal Investigator

Prof. Usha Dutta

Stat e Teams

Uttar Pradesh Prof. R. J. Sharma, Head, DOL

Chandigarh Dr. Kirti Kapur, Asst. Professor, DOL

Orissa Dr. Sandhya Rani Sahoo, Associate Professor, RIE, Bhubaneswar Mrs. Shatarupa Palit, Asst. Professor, RIE, Bhubaneswar Nagaland Prof. A.K. Mishra, NERIE, Shilong Dr. Melissa G. Wallang, Asst. Professor, NERIE, Shilong

Maharashtra & Gujarat Prof. Usha Dutta, DOL

Mrs. Neelima Sharma, Consultant

Tamil Nadu Dr. Prema Raghavan, Associate Professor RIE, Mysore Dr. Shaji Karunabaruan, Asst. Professor, RIE, Mysore Jammu & Kashmir Dr. Saryug Yadav, Associate Professor, RIE, Ajmer Shri Ayushman Goswami, Asst. Professor, RIE, Ajmer

Consultant Mrs. Neelima Sharma

Research Associate Mr. Alok Sharma

Junior Project Fellows

Miss Khumukcham Sumila Devi

Miss Ruby Gupta

Mr. Basheer Mohamad

Mr. K. P. Mussadique

Miss. Sanghamitra Bhuyan

Sri Ramnarayan Godara

Mr. Remmy Lamin

Research Evaluation & Studies Unit,

EdCil's Technical Support Group, SSA

Prof ABL Srivastava, Chief Consultant

Dr. Neeru Bala, Sr. Consultant

Ms. Nidhi Bali, Executive Asstt.

PREFACE

Teaching of English at the primary level is a worldwide phenomenon. In India, the teaching of English and its

introduction have received great attention. Many states have already introduced or want to introduce English as a

subject in primary classes, often from class I. The level of its introduction has now become a matter of state

policy responding to people's aspirations. The goals of English language learning at primary level are twofold:

attainment of a basic proficiency, as is acquired in natural language learning and development of language into

an instrument for knowledge acquisition.

English in India is one of the main communication languages in a multilingual country. It is a symbol of

participation in national and international life. The Position Paper on Teaching of English, the syllabi and

textbooks at the primary level recommend that the children's life in school be linked to life outside the school.

They also discourage rote learning and recommend an integrated approach to teaching at primary level.

NCERT, an apex body for school education in the country was commissioned by MHRD during 2009-10 for

conducting a study on Teaching of English in Government Schools at the Primary Level in India. As state

after state has been introducing teaching of English from class I, the pace at which the materials have been

prepared and the teacher preparation required has raised many concerns. Challenges for teacher education and

planning have been addressed in this study. The English teaching and learning in 8 States/UTs having different

state languages and varied cultural influences have been studied. The common practices in these states have also

been documented in the study.

The eight chapters in this study focus on English language teaching, classroom practices, teacher development

and preparation. Effort has been made to reflect on the historical context, the present situation and the

implementation. The practical suggestions given at the end can be of use to the different states in improving

teaching of English at the primary stage.

The study has been completed with the cooperation of SCERTs, SPD offices, DIETs, and schools in the 8

States/UT. The state coordinators have made significant contribution in preparation of the state reports. It is

hoped that findings of the study will be useful for all pedagogical institutions (SCERTs, DIETs, Schools) and to

educational planners and administrators. I express my deep sense of gratitude and thanks to: Prof. Krishna Kumar, Director and Prof. G. Ravindra, former Director, NCERT for extending all help and continued encouragement. Prof. ABL Srivastava, Chief Consultant and Dr. Neeru Bala, Sr. Consultant from Research Evaluation and Studies Unit of Technical Support Group, SSA for their guidance and support at various stages of the study and in particular at the report preparation stage.

Prof. R. J. Sharma, the Head of the Department of Languages, for assisting me to successfully complete

this study as well as Dr. Varda Mohan, DOL; Dr. Meenakshi Khar, DEE&SL; Prof. Manju Trehan DES & DP; Prof. Avtar Singh, Head, DEME; Prof. Mamta Aggarwal DEME; Prof. Nagpal, DTEE; Dr. Anupam Ahuja DTEE; Dr. Madhulika Patel, DTEE; Prof. A. K. Srivastava, Head, DERPP; Ms. Anju Gupta, IGNOU; Ritu Kumar, JAIPUR, Ms. Sandhya Paranjpe DEE;, Prof. K.K. Vashishtha DEE; Prof. K. Sujatha, NUEPA; Prof. Pranati Panda, NUEPA; Ms. Gayatri Khanna, consultant and Prof. D. P. Pattanayak for guiding and helping me in completing the work. And last but not least, to Ms. Ruchi Saini, Ms. Kavita Mourya and Ms. Nidhi Bali for meticulously typing the report and completing the work in time.

Usha Dutta

Project Coordinator, NCERT

EXECUTIVE SUMMARY

Introduction

The Study on Teaching of English in Government Schools at the Primary Level in India was

commissioned by MHRD during 2009-10 to NCERT, an apex body for school education in the country. The study was conducted by a research team from NCERT, on the basis of the objectives of the study specified by the MHRD and the research design prepared by EdCil's Technical Support

Group for Sarva Shiksha Abhiyan.

English in India is a symbol of people's aspirations for quality in education and a fuller participation in

national and international life. The visible indicator of this presence of English is that today its

teaching being demanded by many to be taught at the very initial stage of schooling, the mushrooming

of private English medium schools and the early introduction of English in State schools. The NCF-

2005 stresses the use of child's mother tongue as a medium of learning at the primary level. The

English teaching profession has consistently recommended a relatively late introduction of English and

this is reflected in spirit in policy documents. The level of introduction of English has now become a

matter of State policy to respond to people's aspirations, making almost irrelevant an academic debate

on the merits of a very early introduction.

English is introduced as a subject in class I in many States. In a few states, it is introduced in class III

or at class V level. The teaching and learning of English today is characterised by the diversity of schools, classroom procedures and teaching of textbooks for the purpose of passing the examination.

Objectives

The objectives of the study were:

To ascertain the status of teaching English at the primary level across the states and UTs in India both

as a subject and medium of instruction To analyse in depth the curriculum, syllabi and textbooks of English in selected states.

To find out how English is taught in classes in which it is introduced for the first time by observing the

classroom processes in the selected states. To observe the training programmes (both pre-service and in-service) for teachers of English and to assess their competence in teaching Englishat the primary level.

To make suggestions for improvement in teaching of English on the basis of the findings of the study.

Methodology

The study was undertaken in seven states-, Gujarat, Jammu & Kashmir, Maharashtra, Nagaland, Odisha, Tamil Nadu ,Uttar Pradesh and Union territory of Chandigarh . These states were selected to represent five major geographical regions of the country and variety in class at which English is introduced as a language at primary stage.

From each state 2 to 4 districts were sampled with due representation of different geographical regions

in the state. From each district two to three blocks were selected and from each sampled block schools

were so selected as to represent all types of schools, urban, rural, large, small, rural interior and tribal.

In all 154 schools were sampled from 21 selected districts.

English textbooks in these eight states were analysed using common guidelines for analysis of

textbooks and other material

Information regarding the status of teaching of English in primary schools was collected through

discussion with teachers and observation of classrooms to understand the lacunae in teaching of

English and to make suggestions for its improvement. Information about the content and approach to teaching of English in primary schools and teacher

training programmes (pre-service and in- service) as available from syllabi and other documents

collected from sampled states and UT was also analysed. In each state DIETs of sampled districts were visited to observe the training programme with specific focus on teaching English as a subject. Two in-service teacher training programmes for teachers were also observed in each state.

Main findings

The main findings of the study are being summarized below:

The state textbooks at level 1 (classes I & II) focus less on the listening and speaking skills and do no

t

build familiarity with the language. They also do not link the child's life at school to life outside the

school. Print rich environment was not evident in the schools. Children did not get opportunity to listen to

language or speak in English. They were not able to narrate experiences, exchange ideas and carry out

brief conversations in English. In most of the schools TLM grants were used for purchasing charts and colours which were later kept with care under lock and key. However, there were some exceptions too, for example, in Odisha and Yavatmal (Maharashtra), TLM grants were being used optimally. Libraries in schools were found to be inadequately equipped and sparsely furnished, even non- existent.

Teacher Training

The minimum qualifications of students for admission to professional training (B.Ed / D.Ed ) varied across the states/ UT . There was greater emphasis on theory than practice in the pre-service training progammes in sampled states.

Linkages between theory and practice were weak.

Actual hands-on experiences were not given during practice teaching in some of the training

programmes.

Visits to the different training institutions did not show good models of interaction or task-based

approaches being adopted in training of student teachers.

Most of the in-service training programmes were not organised according to the needs of the teachers.

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