The effects of coaching on the teaching and learning of english in Indian government schools

Harini Raval, Chittaranjan Kaul, Susan McKenney

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

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Abstract

Although English is mandatorily introduced as a second language early in majority of government primary schools in India, its quality remains dismal due to lack of appropriate curricula, poor ESL teacher competencies and weak professional development opportunities. In an effort to promote the adoption of an innovative ESL program in urban government schools, coaching was introduced to support teacher and implementation of the new program. Through classroom observations, structured interviews and learner pre/post tests, the impact of coaching on teacher practices, teacher beliefs and student outcomes were studied and compared with those of teachers who were not coached. The powerful results found in the coached-teacher classrooms build a strong case for reviewing the current professional development policies within Indian schools, both for English and in general. Implications for research, policy and practice are discussed
Original languageEnglish
Title of host publication12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publicationTransforming Learning, Empowering Learners: Conference Proceedings
EditorsChee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress
Place of PublicationSingapore
PublisherInternational Society of the Learning Sciences (ISLS)
Pages506-513
Volume1
ISBN (Print)978-099035509-0
Publication statusPublished - 20 Jun 2016
Event12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners - Singapore, Singapore
Duration: 20 Jun 201624 Jun 2016
Conference number: 12

Conference

Conference12th International Conference of the Learning Sciences, ICLS 2016
Abbreviated titleICLS
CountrySingapore
CitySingapore
Period20/06/1624/06/16

Fingerprint

coaching
Teaching
teacher
school
learning
classroom
research policy
research practice
development policy
primary school
India
curriculum
lack
interview
language
student

Keywords

  • IR-101406
  • METIS-318008

Cite this

Raval, H., Kaul, C., & McKenney, S. (2016). The effects of coaching on the teaching and learning of english in Indian government schools. In C-K. Looi, J. L. Polman, P. Reimann, & U. Cress (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners: Conference Proceedings (Vol. 1, pp. 506-513). Singapore: International Society of the Learning Sciences (ISLS).
Raval, Harini ; Kaul, Chittaranjan ; McKenney, Susan. / The effects of coaching on the teaching and learning of english in Indian government schools. 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners: Conference Proceedings. editor / Chee-Kit Looi ; Joseph L. Polman ; Peter Reimann ; Ulrike Cress. Vol. 1 Singapore : International Society of the Learning Sciences (ISLS), 2016. pp. 506-513
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Raval, H, Kaul, C & McKenney, S 2016, The effects of coaching on the teaching and learning of english in Indian government schools. in C-K Looi, JL Polman, P Reimann & U Cress (eds), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners: Conference Proceedings. vol. 1, International Society of the Learning Sciences (ISLS), Singapore, pp. 506-513, 12th International Conference of the Learning Sciences, ICLS 2016, Singapore, Singapore, 20/06/16.

The effects of coaching on the teaching and learning of english in Indian government schools. / Raval, Harini; Kaul, Chittaranjan; McKenney, Susan.

12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners: Conference Proceedings. ed. / Chee-Kit Looi; Joseph L. Polman; Peter Reimann; Ulrike Cress. Vol. 1 Singapore : International Society of the Learning Sciences (ISLS), 2016. p. 506-513.

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

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N2 - Although English is mandatorily introduced as a second language early in majority of government primary schools in India, its quality remains dismal due to lack of appropriate curricula, poor ESL teacher competencies and weak professional development opportunities. In an effort to promote the adoption of an innovative ESL program in urban government schools, coaching was introduced to support teacher and implementation of the new program. Through classroom observations, structured interviews and learner pre/post tests, the impact of coaching on teacher practices, teacher beliefs and student outcomes were studied and compared with those of teachers who were not coached. The powerful results found in the coached-teacher classrooms build a strong case for reviewing the current professional development policies within Indian schools, both for English and in general. Implications for research, policy and practice are discussed

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Raval H, Kaul C, McKenney S. The effects of coaching on the teaching and learning of english in Indian government schools. In Looi C-K, Polman JL, Reimann P, Cress U, editors, 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners: Conference Proceedings. Vol. 1. Singapore: International Society of the Learning Sciences (ISLS). 2016. p. 506-513