Enhancing teachers’ English language proficiency and pedagogy
Ravinarayan Chakrakodi
The Regional Institute of English South India (RIESI) collaborated with the Department of State Educational Research and Training (DSERT) and Samagra Shikshana, Karnataka, to design and implement a 15-day Professional Development Programme (PDP) for primary school teachers to improve their English language proficiency and pedagogical skills in order to enhance the quality of English language education in government schools. This article presents the results and insights gained from the programme.
Methodology
The needs-assessment for the PDP was carried out using a questionnaire. A Google form with 23 questions was administered to teachers via WhatsApp. The responses provided valuable insights into the teachers’ language proficiency levels, specific challenges faced in teaching English, and expectations from the training programme.
Teachers expressed the difficulties they face while teaching English. The following difficulties were identified:
- Communicating with children in English
- Conducting engaging activities
- Teaching spoken English
- Teaching grammar
- Using English textbooks effectively
- Assessing students’ performance
- Formulating simple sentences
- Constructing questions
- Teaching phonetic sounds
- Encouraging reading and writing in English in lower classes
- Managing diverse writing activities simultaneously
- Addressing mother tongue influence
- Capturing students’ attention
- Encouraging English usage in rural areas
- Overcoming a lack of English exposure at home
An online writing task revealed that some teachers struggle with writing effective paragraphs. A few respondents wrote only two to three sentences instead of complete paragraphs, and even these shorter responses contained grammatical errors.
Photos courtesy: Ravinarayan Chakrakodi
Self-assessment of language skills indicated that teachers generally rated themselves at the A2, B1, or B2 levels as per Common European Framework of Reference (CEFR) indicators. Teacher responses regarding teaching approaches and methods indicated that classrooms tend to be teacher-centered, with a focus on content over language skills. The predominant teaching method was explanation-based. It was, therefore, essential to provide training that encouraged more effective and student-centered classroom pedagogy.
This need analysis provided valuable insights into the areas where teachers required professional development in English language education. The findings highlighted the importance of addressing specific language proficiency needs, improving pedagogical approaches, and tailoring training to meet teachers’ expectations. Based on these insights, a comprehensive 15-day PDP was designed to empower teachers and enhance the quality of English language education in the state. The programme began in 2020-21 and continued in 2021-22 and 1023 teachers were trained during these two years.
The programme covered various aspects of English language teaching such as spoken English, vocabulary development in young learners, exploring reading, teaching grammar, developing writing skills, teaching young learners, learning outcomes and assessment, developing teachers’ language proficiency and professional development.
In addition to the regular teaching sessions, the following activities were conducted during the PDP:
- Icebreaker on Day 1: to create a comfortable and interactive learning environment.
- Reflective reports: to encourage teachers to reflect on their teaching practices and identify areas for improvement.
- Presentations on various topics: to provide teachers with opportunities to present and improve their presentation skills.
- Story narration: to enhance teachers’ storytelling abilities, which can be a valuable teaching tool.
- Big Books (larger version of a book prepared to share the story with the entire class): to introduce teachers to the concept of using big books in the classroom for effective teaching.
- Language games: to engage teachers in language-based games to promote interactive learning.
- Lesson plan preparation: to guide teachers in creating effective lesson plans for their classes.
- Question paper design: to familiarize teachers with the process of designing suitable and effective question papers.
- How to use ‘Hello English’ films/videos: to introduce teachers to language learning resources and tools.
- Film shows: to utilize films as a learning tool in the English language classroom.
- Book exhibition: to encourage teachers to explore English literature and educational resources.
- A demo on English Nali-Kali*: to demonstrate innovative teaching methods for English language instruction.
Continuous assessment and feedback
The teachers’ performance in story narration and language game presentations was assessed by the members of the faculty of RIESI. Constructive feedback was provided to help teachers improve their language use, presentation style, fluency, and confidence levels.
Online follow-up
A well-planned online follow-up of the PDP was conducted over three months. These follow-up sessions aimed at providing teachers with opportunities to implement the acquired knowledge and share their experiences with the faculty members and other teachers.
The follow-up sessions were designed to mentor and scaffold teachers, encourage innovation in teaching practices, and enhance their English language fluency.
The following activities were conducted by the participants, who received the 15-day training, during the online follow-up sessions:
- Strategies to teach vocabulary with the help of teaching learning materials/worksheets/dictionaries.
- Activities to teach grammar (parts of speech, tenses, prepositions, articles, etc.).
- Selecting news headlines and presenting them as a news report on AIR/TV channels.
- Comparing the Karnataka state textbooks with NCERT textbooks or textbooks of other states/private publishers, or with English Nali-Kalicards – classes 1 to 5 (what similarities/differences do you find in the selection of themes, activities designed, difficulty level of the language used, etc.).
- Using authentic materials and flash cards, teaching high frequency words, developing reading comprehension skills, using stories, other texts and media for developing reading habits.
- Activities to teach spelling, punctuation, handwriting, sentence construction, writing short paragraphs, conversations, stories, personal letters, etc.
- Teachers had to prepare video/audio recordings, worksheets or online activities for students based on the learning outcomes of any class.
- Preparing a question paper for a summative assessment based on the learning outcomes for any one class.
- Conducting an online training session.
Individual feedback was given to teachers based on their presentations. Constructive suggestions were given based on the following aspects:
- English language proficiency of teachers
- Ability to
– design activities
– use technology
– make presentations online
– demonstrate trainer skills
The follow-up sessions were uploaded on the RIESI You Tube channel and links were shared with teachers.
Link to YouTube recordings: https://youtube.com/playlist?list=PLsIZX9eAFjadGWVMPURZQuZqj4EegYaKz
Google forms were used to collect teachers’ reflective reports and feedback.
Feedback received
The feedback received from the teacher participants highlights the effectiveness and usefulness of the training program. Participants expressed their satisfaction with the training, stating that they acquired valuable skills and knowledge to enhance their teaching practices. The positive feedback and success stories demonstrate the impact of the programme on the teachers’ professional development.
The program improved their confidence in speaking English, enabled them to design effective activities, and encouraged the use of technology in the classroom.
- Participant 1:
The training was very useful to me personally and professionally. I have learnt about vocabulary building activities, story narration, language games, lesson planning and I also learnt how to teach English to children using effective methods. It inspired me to pursue higher education in English. It also inspired me to become a wonderful teacher.
- Participant 2:
It was an excellent training that I have ever received in my 13 years of service. I could learn spoken English as much as possible. I learnt many activities that will be beneficial to my students. All the faculty members used to encourage us to learn and speak in English.
- Participant 3:
The follow up sessions were designed very well. Because of these follow up sessions, I am recalling the input I received during those 15 days and continuing to learn by exploring new ways. It’s like having reinforcement sessions and a bridge between the training and the classroom teaching-learning process.
The online follow-up sessions proved to be beneficial in reinforcing the training inputs and allowed for continued professional growth. Teachers expressed appreciation for the guidance and opportunities to share experiences and innovative ideas with fellow participants.
Recommendations
Several recommendations can be offered based on the findings and experiences of the PDP and follow-up sessions. The suggestions include:
- Utilizing high-performing teachers as Master Resource Persons (MRPs) to conduct further training at block or district levels.
- Organizing experience-sharing workshops to encourage collaborative learning and professional development.
- Involving DIET Nodal Officers for English at the district level in supporting teachers in their further learning and career development.
- Offering extended training and professional development opportunities for teachers who need further improvement in their language and pedagogical skills.
- Conducting an impact study to gauge the effect of the training on student learning.
Conclusion
The PDP and the subsequent online follow-up sessions have proven to be effective in enhancing the English language proficiency and pedagogical skills of primary school teachers in Karnataka. The implementation of the recommended strategies and continuous support from educational authorities can further strengthen the impact of such programs and contribute to the overall improvement of English language education in the state.
The author is Professor and Academic Head, Regional Institute of English South India, Bengaluru. He can be reached at ravirie@gmail.com
