Teaching early language and literacy the question of relevance

Menon, Shailaja (2020) Teaching early language and literacy the question of relevance. Learning Curve (7). pp. 72-76. ISSN 2582-1644

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Abstract

There is a puzzling problem in Indian classrooms. It is this: curious, alert, socially capable children come into our classrooms year after year and somehow we manage to teach them in a way that a significant percentage of them lose their interest to learn within the first three years of school education. Is it surprising, then, that every large-scale assessment conducted in the last dozen years in our country shows that many children cannot even read or write at a basic level, even though they have progressed to higher grades? The noted psycholinguist, Jim Gee, pointed to this absurdity that also happens regularly in American classrooms: children who spend years struggling to acquire a comfortable knowledge of, say, the twenty-six letters of the English alphabet (and the rules to apply them to reading), can miraculously learn hundreds of abstract symbols and rules in a matter of weeks when you give them video games to play.

Item Type: Articles in APF Magazines
Authors: Menon, Shailaja
Document Language:
Language
English
Uncontrolled Keywords: Education, Elementary education, Schooling for all, Right to Education
Subjects: Social sciences > Education
Divisions: Azim Premji University > University Publications > Learning Curve
Full Text Status: Public
URI: http://publications.azimpremjifoundation.org/id/eprint/2569
Publisher URL:

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