“Language can be used as a means of changing reality..."
Too often, people assume that students from rural schools will not easily learn to use English because the only place the learners are likely to hear an English word is from a teacher. Looking at where our schools operate, it is very hard for most learners to break through to the second language of English in all aspects: listening, speaking, reading and writing.
Impact Network is trying to break this trend by coming up with different strategies that can help learners build their listening and speaking skill at an early age. Towards this end, this year the grade 1 and 2 students were introduced to English lessons that focus only on listening and speaking. This is to help learners build their English vocabulary. We believe that if learners acquire the listening and speaking skills at an early age, it will lessen the burden on them learning how to read and write in English in the next grade levels.
In June, the curriculum team took time to visit schools to study how the new lessons are been conducted, as well as the achievements and challenges faced in implementing the new approach to English. The outcomes were very good! We found the lessons interesting, and we were excited to see learners to responding to simple English instructions and using simple English sentences.
The new lessons are interactive, and they give a chance to practice dialogue by asking and answering questions. We watched students learn how to use English pronouns by introducing their friends to one another, “Who is this?” asks one learner, and another responds, “This is John, he is my friend.” Through these interactions and role plays, learners build their confidence in speaking and understanding in English.
Grade 2 pupils at Zatose School work with a partner to practice using English pronouns when introducing a friend.
Anderson Phiri, a teacher at Zatose School, was doing very fine with the lessons. In addition to teaching the lessons well, during the English lessons he use some common English phrases as he teachers, such as “stand up”, “come to front”, “pass the pencil to Mary”. This may seem very simple, but many people would be amazed to see young learners in a rural school who able to respond to English instructions without difficulties!
Grade 1 pupils at Mkale School sing and dance in English to celebrate at the end of their lesson.
During these school visits, the curriculum team also had discussions with the teachers to get their views on the new lessons. We asked variety of questions trying learn about their successes and challenges with the new program. Overall, the teachers are quite happy with the new lessons and urged the team to continue with these lessons even in the coming years. They therefore highlighted that our previous lessons were good for learners who already know some English but not for beginners like our learners.
The curriculum team will continue giving support to both teachers and learners to meet the planned goal of learners been able to use English in grades 5-7. Achieving this goal advantages learners as they will be able to comprehend English well in those upper grades where lessons are required to be delivered in English. The breakthrough to English will not just advantage learners in a classroom, but also in their lives. They will also be able to communicate with people from different countries and of different races.
-Bertha