1. 1 Transforming English language learning in rural classrooms; OERs, mobile technologies and scale. setting the scene: OERs for ELT (COL) an ELT case study from Bangladesh: practice based learning and mobile phones potential application: thoughts from South Sudan Tom Power, Director, English in Action (the Open University) Dr. Abdurrahman Umar, Specialist in Teacher Ed, Commonwealth of Learning Claire Hedges, Co-ordinator, English in Action (the Open University) Collaboratively produced ‘OERs for ELT’ (COL) Case study - ELT in rural schools: improving teaching and learning, using mobile phones. (EIA) Potential applicability: reflections on the situation in South Sudan.

2. In this environment rigid ‘chalk-and-talk’ teacher centred and teacher dominated pedagogy remains the norm. “Such pedagogy places students in a passive role......limits their activity in class to memorising facts and reciting them back to teacher...” the educational landscape

3. peer support through meetings and visits; wider project support support beyond school professional development materials for teachers and classroom use, new tools, HT & peer support support in school new classroom activities for teachers & students Supporting changes in classroom practices

4. 4 Demonstration of ELT resources on the mobile phone

8. 98% of teachers (primary & secondary) were confident to use the EIA technologies and materials for their professional development, and in their classroom practice. “EIA is not like other projects. In other projects we go for training and after the training is finished everything is forgotten when we go back to the school” Secondary teacher from Khulna Indicator 1: Reach

9. Impact 1 Substantial increase in teachers’ spoken English 71% of all observed primary T talk now in English. 86% of all observed secondary teacher talk now in English. Impact 2 Substantial increase in students’ speaking, and speaking English On average, over 1/3 of all observed lesson time now given to student talk. Most (88%) observed student talk now in English, in both primary and secondary EIA classrooms. Impact 3 Substantial Increase in students’ participation in communicative practices e.g. in typical primary lesson: there were 12 minutes student talk, of which there was:  5 minutes choral  3.5 minutes individual  2 minutes group  2 minutes pair Based upon direct observations of 491 teachers’ classroom practice, triangulated with 152 T interviews; 900 student group interviews, and 1,693 secondary student questionnaires. Indicator 2: Impacts on Practice

10. 10 Indicator 3: Impacts on English Language Competence Primary Students’ English Language Competence Based upon independent fieldwork by Trinity college assessors, carrying out diagnostic interviews with 1,104 students and 96 Teachers.

11. 11 Indicator 3: Impacts on English Language Competence Primary Students’ English Language Competence Based upon independent fieldwork by Trinity college assessors, carrying out diagnostic interviews with 1,104 students and 96 Teachers.

12. 12 practice based learning in schools peer-supported ODL enhanced by MTech high impact on practice achieving large scale bringing target language into the classroom cost-effective the EIA model for impact at scale

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16. 16 Summary Collaboratively produced ‘OERs for ELT’ (COL) introduce new practices share expertise / maximise capacity voice and participation ELT in rural schools: improving teaching and learning, using mobile phones. (EIA) practice based peer-supported ODL leveraging the power of the mobile phone Potential applicability: reflections on the situation in South Sudan. scale? distance and isolation? quality? impact? cost? Tom Power, Director, English in Action the Open University t.j.m.p.power@open.ac.uk