Language and Learning Foundation
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Mission Statement
By 2025, we hope to transform classroom practices of 400,000 teachers and teacher educators in collaboration with state governments in India. This will impact learning of 4,500,000 students studying in public schools in the country.
About This Cause
A strong foundation in language and literacy is the basis for all later learning in school. Unfortunately, almost 50 percent of primary school children in India do not acquire basic literacy skills like reading fluently with comprehension and writing independently. This learning crisis needs to be addressed urgently. We work in close collaboration with the national and state governments to help them transform the teaching and learning of language and literacy in early grades and improve student learning in public schools at scale. Continuous professional development of teachers, school leaders and teacher educators is the core of our work with state governments. We are committed to equity in education and strive to ensure that all children develop grade appropriate literacy skills. OUR OBJECTIVES- 1. Enhanced priority for Early Language and Literacy and Multilingual Education by the state 2. Development of capacity within the system to sustain ELL and MLE interventions 3. Improved teaching-learning process and student learning Following is a description of our key areas of work- CONTINUOUS PROFESSIONAL DEVELOPMENT COURSES We design and implement blended learning courses and workshops of various durations on Early Language and Literacy (ELL) and Multilingual Education (MLE) for teachers and teacher educators. Our aim is to create salience and adequate capacity within the education system at all levels to support large scale early literacy programs and sustain them in the long-term. The courses range from the 1-year long flagship course to 1-month courses on specific themes within ELL. Our courses: • 1-year course on ELL • 4-month course on MLE • 3-month and 1-month Certificate Courses on ELL The courses feature self-reading modules, periodic workshops, conference calls with experts, tasks and assignments. Each course participant is mentored by an expert in ELL and MLE throughout the duration of the course. There is no other organization implementing such courses in the country. Apart from state governments, program staff from several non-profits like Pratham and Room to Read have enrolled for these courses. SCHOOL-LEVEL INTERVENTIONS We design and implement ELL and MLE projects that demonstrate transformative changes in teaching-learning of language and improved student learning. These comprehensive programs are implemented in collaboration with state governments and feature the following- • Creation of a pool of trained resource persons within the public education system • Training of teachers and school leaders • Creation of context appropriate teaching-learning material and print-rich classrooms • Regular assessments of student learning and mentoring for teachers SYSTEMIC REFORMS We work with state education institutions to influence in-service training of teachers, school- based assessments, monitoring mechanisms for school improvement, review and revision of textbooks and development of improved pre-service teacher education curricula. TECHNICAL SUPPORT TO STATE GOVERNMENTS We work with state level institutions to build systemic capacity by co- creating instructional designs and children’s materials and workbooks, developing training manuals and teacher guides and orientation of master trainers for training of teachers. This has the potential of influencing teaching-learning process and learning outcomes in 181,000 schools across 3 states. PIONEERS IN MULTILINGUAL EDUCATION We strongly believe that children’s primary languages should be formally incorporated in the teaching-learning process in early grade classrooms. A multilingual approach to teaching is especially important in areas where the school language is different from the language spoken by students at home, as it helps in the process of learning both languages better. We work towards sensitizing stakeholders towards the importance of including children’s languages through workshops and a professional development course. We are working towards creating a body of evidence about efficacy of a variety of approaches in order to influence policy decisions. OUR REACH a. 1,000,000 students benefited from improved learning experiences. b. 5,000+ teachers, academic support personnel and teacher educators trained through Professional Development Courses. GOVERNMENT ENDORSEMENT State governments have contributed financially to all programs and participated in design and implementation through formal agreements AWARDS AND RECOGNITIONS Awarded the Best Field Initiative 2019, by Comparative and International Education Society's South Asia Special Interest Group, for our work in Haryana.