“A major reason for poor performance of many linguistic and ethnic minority children is that they are often taught in a language they struggle to understand. It limits their ability to develop foundations for later learning and negatively affects their cognitive development.” UNESCO
In 2018, TCF built its very first schools in the Tharparkar district and is developing and will implement a multilingual education framework first in these schools with potential to scale it across the province. This entails implementing a framework which potentially uses the students’ mother tongue and incorporates the regional language (Sindhi), language of common use (Urdu) and an international language (English) at various stages of a child’s schooling journey.
TCF has successfully completed the research phase, and is currently in the Second Phase of developing resources and capacity for the aspired multilingual education framework.
In the revised language framework, English as a subject will begin in Grade 2and some subjects including Math & Science will gradually transition from Sindhi as MOI to English as MOI in secondary years of schooling. The incumbent will be responsible to design and facilitate the English language and transition journey.
- Re-visit the English curriculum and restructure the SLO progression to suit the revised MTB-MLE language framework (viewing English as foreign language)
Modifying Resource Materials:
- Review existing English textbooks, Teacher Guide, Workbook and other materials developed across primary years, and design and implement modification strategy for all resource materials, as per MTB-MLE need
- Collaborate with Sindhi Development team to understand language progression and level of introduction to English.
Language Rich Environment:
- Provided English is foreign language of students, seeking creative strategies and activities to create rich learning environment for English
Reading with Joy:
- Identifying levelled English storybooks (read aloud, reading, audio and video - with subtitles) that are contextual to student’s lives, or can be contextualized through modification. Using these at designed interventions / stages to encourage the culture of storytelling and reading
Training Design and Implementation:
- Designing capacity building program for English language teachers, and carrying out its implementation
Assessment Design and Implementation:
- Developing observation tools based on research to evaluate student and teacher proficiency in English
- Creating awareness among the community towards the benefits of gradually transitioning to English as academic language.
- Strong verbal and written communication skills in English, and verbal and reading proficiency in Sindhi and Urdu.
- Keen interest in observing the role of language in education, amidst the multitude of aspiration and context driven factors
- Enthusiastic about curriculum design, literacy development and research in learning in the primary years
- Understanding of students context and role of progression in language development
- Strong computer literacy (MS Office, internet navigation)
- Values inter-personal skills and has the ability to develop meaningful working relationships
- Community mobilization knowledge will be an added advantage
Engagement in domain of English language and education
At least 2 years of teaching English as a subject at primary level or demonstrates significant interest in the subject with evidence