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Initial teaching in home language coupled with transitional course integrates rural kids better to schools, reveals study
"One of the reason of high dropout rate of rural and tribal children from the schools is the lack of schools' efforts in teaching initially in their home language leading to a sensitive transition to standard school and textbook language to give them a feel of success in learning," said the researcher at Disha Foundation in Jaipur, whose paper has been accepted for an educational conference at Lovely Professional University in Punjab on April 27.

The paper "Revitalizing Language Education of Rural Girls of Rajasthan in Small Habitations through Designed Learning Tasks Respecting Their Home Language" describes 20- hour transitional course from a Rajasthani dialect to Hindi for integration of girls back to the bridge school.

The intervention-cum-action research methodology was used for the present study by Dr Lalit Kishore of Disha which made use of designed learning material of children's folk songs and their padding with Hindi words for sight vocabulary of 15 words and learning of 20 Devanagari alphabet script to begin as the first level of language learning.

It was found that students could relate to school and the textbook better due to cultural linkage to learning of language and respect for their mother tongue Dundari spoken in rural Jaipur. The findings of the research will be shared at two-day conference on the theme "Re-Visioning Education: Challenges and Opportunities."

"The comments of the teacher who was trained to use the intervention and learning material were the culture-linked relevance, learning satisfaction, respect for linguistic diversity and integration with the textbook with sound foundation. The outcomes of the intervention was perceived enhance competence and improvement of classroom practice; the presence of learning material for systematisation of classroom process of whole group learning followed by small group learning and individual practice, and teacher acquiring the role of learner-teacher," informs the paper.

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