British Council India, in partnership with Pratham ASER Centre launches English Impact Report: Investigating English Language Learning Outcomes at the Primary School Level in Rural India, at the British Council in New Delhi on Wednesday 20 November at 6.30 pm IST.
Martin Davidson, Chief Executive of the British Council and Madhav Chavan, CEO of Pratham Education Foundation will launch the report in the presence of Baroness Usha Prashar, Vice Chair of the British Council.
The launch will be followed by a presentation of the findings and an interactive panel discussion on“What can we do to make a difference to English language learning outcomes in India?”, chaired by Colin Bangay, Senior Education Advisor, DFID India.
Confirmed speakers on the panel are:
Alison Barrett, Director English for Education Systems, British Council South Asia
Jamie Dunlea, Researcher, English & Exams, British Council
Rukmini Banerji, Director, Pratham ASER Centre
Ujjwal Singh, Founder CEO, The Curriculum Company
Vivien Berry, Senior Researcher, English Language Assessment, British Council
(*The audience is required to be seated by 6.15 pm.)
If you are interested in attending this event, please write to Ankur.Malik@britishcouncil.org
Watch the live webcast in the British Council at Chandigarh, Kolkata, Mumbai, Hyderabad and Bengaluru.
You can follow some of the discussions on Twitter @inBritish with #EngImpact.
This report is being launched in the UK on 12 November, as part of the UK – South Asia Season.
About the book
Edited by Vivien Berry and put together by the British Council’s research, publications and assessment teams in India and the UK, this report presents an analysis of the English learning outcomes data gathered by Pratham ASER Centre from children attending primary schools in rural India from 2007 to 2012.
In addition to the in-depth analysis by Jamie Dunlea and Karen Dunn, the volume has essays from international authorities on English language teaching, education and multilingualism from India and the UK, framing the context of the study. Jason Rothman and Jeanine Treffers-Daller from theUniversity of Reading, UK, talk about multilingualism in an international context, while R Amritavalli from the English and Foreign Languages University, Hyderabad, India, writes about the varied contexts in which English is taught in India’s multilingual classrooms.
Rukmini Banerji and Savitri Bobde of Pratham ASER Centre write about the evolution of the ASER tools and Barry O’Sullivan discusses the implications of the inferences of this analyses.
The volume will trigger a number of debates about the role of English and the quality of language learning and teaching (and not just English) in India’s multilingual schools, particularly in public-funded education, and comes at a time when the focus on learning outcomes in our schools is greater than ever before.