1. Transactional Process of a Unit in the Context of New English Textbooks in A.P By K Nagendra

3. New English Textbooks for Classes 1-9 (in two phases) NCF-2005,NCFTE-2009 RTE-2009-quality initiatives-CCE APSCF-2011, -Need for a change in the classroom transaction -based on constructivist paradigm

4. Major shift In Pedagogy Child-friendly classroom transaction Why? “ We have been teaching the same way we taught ten years ago but now we have an urge to experiment with new ideas in our teaching” (Simon Borg, TEC14).

5. Salient Features of New Textbooks: 1. single book-main reader, Listening material, workbook at the unit level. -Assumed that it would cater to needs of both media 2. thematic approach-construction of Knowledge along with development of Language skills. 3.Holistic treatment –Grammar and Vocabulary have much relevance to the content 4. authentic communication in writing and speaking 5.other bells and whistles-multi-coloured-illustrations 6. Deveoped by practising teachers and experts.

6. Objectives: -To create more meaningful interaction -To have holistic approach to TLP -To enable the learners to evolve as independent users the target language How: - Through Discourse Oriented Pedagogy (DOP) using pedagogic tools such as : -Asking multiple types of questions - continuous thinking to get engaged in TLP - Enhanced Classroom Interaction (Negotiation and dialoguing with the learners)

7. Objectives of interaction: 1. Sharing of ideas 2. Giving rich, authentic listening input 3. Embedding functional aspects of language in natural and authentic contexts 4. Maintaining rapport with the learners 5. For dialoguing with the learners 6. For giving feedback to the learners for taking them to the next higher level of learning 7. Maintaining the continuity of the theme in all the modules of transaction

8. Each unit of a textbook comprises: 1. Face sheet-picture/pre-reading/ proverb/quotation/narrative, 2. Reading text A, 3.vocabulary, 4.grammar, 5.writing, 6.study skills, 7.listening & speaking, 8.reading text B (Poem), 9.reading text C, and 10. project work

9. Major stages in transacting a Unit: 1. Pre-reading (acts as a trigger), 2.reading, 3. post reading (construction of a discourse) and 4. Editing (of discourse)

10. The Process of transacting Pre – Reading activities Display the picture before the class Ask a variety of questions one by one and elicit answers Give freedom to the learners to express themselves in mother tongue Megaphone the learners’ ideas in English Build up on the responses ( dialoguing) Write the relevant responses on the BB/chart- write the words in the margin and the sentences on the larger space (Contd..) Display the picture before the class Ask a variety of questions one by one and elicit answers Give freedom to the learners to express themselves in mother tongue Megaphone the learners’ ideas in English Build up on the responses ( dialoguing) Write the relevant responses on the BB/chart- write the words in the margin and the sentences on the larger space (Contd..) 10

11. The Process of transacting Pre – Reading activities While writing say aloud holistically what you are writing (not letters ) Read the words and sentences written on the chart /BB Ask a few children to read (give propriety to low – proficient learners) Let children write the words and sentences in their notebooks from the BB In classes 2 to 5 this will turn out as a description of the trigger picture (what they see in the picture and what the people are seen doing ) While writing say aloud holistically what you are writing (not letters ) Read the words and sentences written on the chart /BB Ask a few children to read (give propriety to low – proficient learners) Let children write the words and sentences in their notebooks from the BB In classes 2 to 5 this will turn out as a description of the trigger picture (what they see in the picture and what the people are seen doing ) 11

12. Reading Activities –Consolidation 1.Interact to link with the pre-reading activities 2.Assign specific part of the passage to read 3.Ask individuals to read the given text 4.Generate sub texts through interaction for helping the low-proficient readers 5.Go for collaborative reading – Sharing within the group – Using the glossary – Sharing between the groups – Asking a few comprehension questions(contd..) 1.Interact to link with the pre-reading activities 2.Assign specific part of the passage to read 3.Ask individuals to read the given text 4.Generate sub texts through interaction for helping the low-proficient readers 5.Go for collaborative reading – Sharing within the group – Using the glossary – Sharing between the groups – Asking a few comprehension questions(contd..) 12

13. 6. Ask extrapolative questions displayed before the class 7. Read the passage aloud with proper voice modulation 8. Ask a few children to read – Give feedback on oral reading – Elicit feedback from the students 9. Ask children to take down the extrapolative questions for home assignment 6. Ask extrapolative questions displayed before the class 7. Read the passage aloud with proper voice modulation 8. Ask a few children to read – Give feedback on oral reading – Elicit feedback from the students 9. Ask children to take down the extrapolative questions for home assignment Reading Activities –Consolidation (Cont’d) 13

14. Post-reading-the process of Discourse Construction Identify the context of the discourse and the type of discourse to be constructed Interact with the learners to sensitize them on the discourse features Ask individuals to do the work individually Identify the context of the discourse and the type of discourse to be constructed Interact with the learners to sensitize them on the discourse features Ask individuals to do the work individually

15. Editing - Consolidation Select one of the group products for editing in negotiation with the whole class. Go for discourse level editing (checking the theme, ensuring linkage between the different pieces, proper sequencing, using proper pronouns, etc.) 15

16. Editing – Consolidation Cont… Go for syntactic editing (wrong word order, missing words and excess words Go for morphological editing (errors related to tense, aspects, agreement, prefix, suffix, etc.) prefix, suffix, agreement, etc.) Go for editing punctuation errors Editing of spelling errors Assigning the remaining group products to the learners for editing 16

17. What do we expect from the learners? Academic Standards(6 major domains) 1. Listening and Speaking. 2. Reading Comprehension. 3. Conventions of Writing. 4. Vocabulary.5. Grammar. 6. Creative Expressions (Discourses):(a)Oral (b)Written NOTE: Areas from 1 to 5 are addressed as they get embedded in discourses such as conversation, description (oral/written), letter, drama, diary, and stories/narratives 1. Listening and Speaking. 2. Reading Comprehension. 3. Conventions of Writing. 4. Vocabulary.5. Grammar. 6. Creative Expressions (Discourses):(a)Oral (b)Written NOTE: Areas from 1 to 5 are addressed as they get embedded in discourses such as conversation, description (oral/written), letter, drama, diary, and stories/narratives 17

18. 18 Sl.No Details of the DiscoursesIIIIIIIVVVIVIIVIIIIXX 1. Conversations 2. Descriptions 3. Rhymes /songs /poems | 4. Narratives/Story 5. Diary 6. Letter 7. Notice/Poster/Announcement/Ads 8. Messages/Invitation/SMS 9 Slogans /Placards 10. Drama/Skit Class-wise targeted discourses

19. 19 Sl.No Details of the Discourses IIIIIIIVVVIVIIVIIIIXX 11 Compeering 12. Choreography 13. Essay (All types) 14. Report 15. Speech 16. Review 17. Debate /discussion 18. Biographical sketches/Profile 19 News Report 20 Feature Article Class-wise targeted discourses

20. Case Study Sample:6 English teachers from ZPHSs located in Anantapuramu District of AndhraPradesh. Tools: Classroom observation and informal interviews

21. Study summary All 6 Teachers reported that “New textbooks are very attractive, good illustrations with multicolours. Interesting theme- based units. Interactive in nature and children-friendly 3 teachers reported that Vocabulary used in the texts is high. Not suiting the needs of telugu medium children. Grammar activities are not interesting. They wanted more grammar topics.

22. -Teachers say that children are given paramount importance in the new pedagogy-are provided ample opportunities to get engaged in the learning process. - Four of them reported that they enjoy teaching more now than before -4 teachers are very positive about the revised English curriculum saying that these textbooks do accelerate learning of English at school level if they could sustain the same kind of classroom transaction. Contd….

23. The other 2 teachers are yet to internalize the relevance of change in syllabi/textbook and corresponding key pedagogic principles. -one of those teachers say “DOP is very time consuming. I have to complete the syllabus”- -Another teacher admits “it requires immense preparation to transact a unit in the context of new teaxtbooks and pedagogy”

25. Teacher Preparation 1.Subject Teachers’ meeting discussing Teacher's Handbook and the classroom processes at MRC level. Providing a platform for sharing invidual refections 2. On- site support to address need-based issues. 3. Periodical teleconferencing for addressing various aspects of classroom transaction 4. Videos of actual classroom teaching in various classes Source materials for teachers in the form of books, newsletters, etc. CDs containing talks by experts / panel discussions / etc. 5. Periodical reviews for identifying issues and developing remedial measures. Online resource support to the teachers through blogs.(For Example, FELTAP)

26. Change in the role of teacher The teacher’s role has been re-defined – focusing on meaningful interaction with the learners to help them think and articulate their ideas. – Facilitating collaborative learning – Providing inclusive learning environment – Treating the child as partner in the learning process not as a mere recipient 26

27. Change in the role of textbook The TB by itself is not the goal but a means to gain. language proficiency ; there is no point in learning its content. Classroom activities are to be linked with and real life situations ; learners will find scope to express their feelings and ideas. No space for rote-learning; the focus is on using language contextually and meaningfully. The thematic relationship of the components of the TB leads to better understanding. It provides slots for study skills, project work and self assessment. 27

28. Change in the role of the learner We want the learners to evolve as: independent users of the target language use analytical and reflective thinking Individuals who own up democratic and humanistic values Individuals who have leadership qualities 28

29. Let us not ignore the fact that each child is a potential learner in his/her own way. LET US RESPECT THEIR INDIVIDUAL LEARNING STYLES……Happy teaching ahead!! Thank you all for your patience and kind attention!