Opportunity Overview
The Indian educational landscape has been witnessing a high demand for schools with English as
the Medium of Instruction (EMI) with an assumption that an early exposure to English will give
learners a fair chance at gaining academic proficiency (Meghanathan, 2011). Young learners from
low socioeconomic strata (SES), enrolled in government primary EMI schools, are taught in English
and regional languages that are not their home languages (L1). With little to no literacy support at
home (Tsimpli et al., 2020) and the learning loss suffered during the pandemic, the learners are at a
disadvantage with declining reading skills (ASER, 2022).
Despite this monolingual imposition, teachers spontaneously mix English and the learners' mother
tongues for easy interaction but not purposefully to facilitate learning (Lightfoot et al., 2021).
Although research and education policies support Multilingual Education (MLE), efforts should be
made to systematically integrate L1 in the classroom to ensure positive learning outcomes. Against
this backdrop, this research aims to work with fifth-grade teachers and learners from government
primary schools across three Indian states. It aims to provide pre-service and in-service teacher
training on using multilingual practices and assess the impact of multilingual educational materials
on learners' reading comprehension development.
the Medium of Instruction (EMI) with an assumption that an early exposure to English will give
learners a fair chance at gaining academic proficiency (Meghanathan, 2011). Young learners from
low socioeconomic strata (SES), enrolled in government primary EMI schools, are taught in English
and regional languages that are not their home languages (L1). With little to no literacy support at
home (Tsimpli et al., 2020) and the learning loss suffered during the pandemic, the learners are at a
disadvantage with declining reading skills (ASER, 2022).
Despite this monolingual imposition, teachers spontaneously mix English and the learners' mother
tongues for easy interaction but not purposefully to facilitate learning (Lightfoot et al., 2021).
Although research and education policies support Multilingual Education (MLE), efforts should be
made to systematically integrate L1 in the classroom to ensure positive learning outcomes. Against
this backdrop, this research aims to work with fifth-grade teachers and learners from government
primary schools across three Indian states. It aims to provide pre-service and in-service teacher
training on using multilingual practices and assess the impact of multilingual educational materials
on learners' reading comprehension development.
This is one of 22 active United Kingdom Scientific Research opportunities most of your competitors will never see.
Your competitors are watching the same crowded contracts everyone else is. Track this opportunity and every one like it worldwide, set deadline alerts, and win where they aren’t. Free for 14 days, no card.
Start FreeSolicitation Details
| Issuing agency | Ahrc |
|---|---|
| Country | United Kingdom |
| Category | Scientific Research |
| Response due | Not specified / rolling |
| Status | Active - open for responses |
| Official source | View original notice |
United Kingdom market overview →Scientific Research tenders in United Kingdom →Browse all categories →
Related Opportunities in United Kingdom
See every United Kingdom Scientific Research opportunity your competition is missing. Free for 14 days.
Get real-time alerts, competitive intelligence, and deadline tracking for this and every market worldwide.
Start Free Trial — No Card RequiredFree 14-day trial · no card required
See who is already competing here →