A meeting of three functionaries of Chasku based NGO Bhavi Nirman Society (BNS) to teach English through phonetic alphabet to rural kids was held on September 23, 2022 in which Dr Lalit Kishore, Rama Sharma and Giriraj Sharma participated.
“My experience of teaching in and coordinating the small schools for rural girls of Chaksu and Niwai blocks of Jaipur informs that neither kids’ nor mine English pronunciation has improved by teaching through textbooks and conventional method. I feel, we must develop alternative material of teaching English which has links with Hindi language which is a purely phonic in nature.” Said Rama Sharma.
A discussion coordinated by Dr Lalit Kishore based on the success of of phonics method of teaching English, led to the following decisions.
1. We must introduce English alphabet phonetically (see inset picture)
2. With each phonetic alphabet two-three words beginning with that phonic sound along with pictures should be introduced with sight vocabulary
3. Sound-sight reinforcement be done through card games, board games and 8-page big books
4. After phonetically sound sight vocabulary gets imbibed, we model spoken words, phrases and sentences for spoken English
5. A 32-page primer should be developed for grade one to work as teacher’s guide to create language learning and practicing material
According to a blog [1], linguists designed, the International Phonetic Alphabet (IPA) for the universality that every alphabet symbol should have only one pronunciation. For this reason, an IPA symbol system has the same sound no matter what language you’re writing. The blog also suggests that, learning through IPA system one starts acquiring good pronunciation right from day one; gets words right the first and foremost; and gains a deeper understanding of phonetics to communicate with clarity of speech.
My experience of working in alternative education informs that for memorizing IPA sounds, usually, pattern poems, language arts, images, chunking work better rather than rhyming. This gives teachers to innovated own short and relevant rhythmic poems.
It was decided to hold a three-day workshop to create the primer and writing readiness material with adapted folk art, wall art and floor art for cognitive and non-cognitive gains such as fine-motor training, attentiveness training and developing culturally linked aesthetic sense.
A demonstration video was produced and Rama Sharma found the correct pronunciation leads to retraining of speech organs and vocal cords for flexibility to articulate a bigger range of sounds. (see inset video)
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