The schools and language teachers must attempt the 'Culturally Responsive Pedagogy' for teaching standard school language Hindi/ regional language and English, if it the medium of instruction. Children's home language represents the culture of the local community. Often, teachers to another culture or have got conditioned to using the standard language or the medium of instruction. However, if they have to teach well, they must learn the home language of their children or the local dialect and design interventions for smooth transition of children from their home language to the standard school languages.
Two strategies that are commonly suggested with 30-hour structured transitional courses using the the following two strategies from vocabulary building of students before introducing the language textbooks.
Four-line adapted six to eight home language poems with padding strategy with standard language words
Creating and using four-line poems starting with home language words and the school languages names as synonyms
Once through adapted poems with singing practice for a week, the spoken vocabulary gets built. Then sight vocabulary should be built through flash cards and board games. After this, children must be taught through the lessons given in the language textbooks.
It is said that Culturally Responsive Pedagogy enhances children engagement in learning and a creates a sense of belonging to school as a inclusive, accommodative and supportive societal institution. For school entrants, transitional interventions help children to succeed in their academics as well as in personal lives.
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