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Language Education: Teaching English in India

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LANGUAGE EDUCATION

This book situates the teaching and learning of language in general, and English in particular,
within the sociocultural context of India. It engages with current scholarship in literacy stud-
ies and the pedagogies of language acquisition and learning.
The volume discusses the cultural, discursive and sociopolitical functions of language
­education and the teaching of English in Indian schools. It examines the importance of adopt-
ing flexible pedagogical and multimodal strategies in teaching vocabulary; grammar; l­iterary
genres like fiction, poetry and drama; rhetorical discourses; and communicative English to
learners for whom English is not one of their home language(s). It also discusses pragmatic
approaches to curriculum design for communicative competence and critical literacy rooted
in theoretical principles of language education.The authors analyse issues relevant to second-
language acquisition; English language teaching (ELT); emergent, adult and critical literacies;
and critical pedagogies in language and literature.
Written in an accessible style, the book comes with case studies, exercises and additional
references to support an independent exploration of the fields.This book will be of interest to
students and teachers of language, literature and education, as well as teachers and educators
in schools and universities. It is also of relevance to policymakers, non-governmental organ-
isations and public and private sector bodies that work in the fields of language and literacy.

Nishevita Jayendran is Assistant Professor of Language and Literature at the Centre of

Excellence in Teacher Education (CETE; formerly CEIAR), Tata Institute of Social Sciences
(TISS), Mumbai, where she teaches and consults on language education, literacy, materials
design, creative writing and discourse analysis. Her research and publications span the domains
of critical literacy, critical pedagogy, literary criticism, representation and culture studies.

Anusha Ramanathan teaches courses on assessment, instructional design, language education,

literacy and mentoring and co-anchors blended and online Continuous Professional Development
programmes at CETE (formerly CEIAR), TISS. She has vast experience as a content developer,
curriculum consultant, department head, editor, syllabus designer, teacher-educator and (visiting)
faculty for language, literature, management and media studies. Her research interests include
assessment, culture studies, ed-tech, ELT, literature, media studies, policy and teacher education.

Surbhi Nagpal works in the areas of language education and Teacher Professional
Development (TPD). She has designed and implemented online and blended courses in lan-
guage education at the CETE. She has worked as a teacher, teacher-educator and researcher
in the past, and her research areas include TPD and ELT.
Principles-Based Adaptive Teaching
Series editors: Mythili Ramchand, Tata Institute of Social Science, Mumbai and
Nishevita Jayendran, Tata Institute of Social Science, Mumbai

This series brings together critical discussions on educational practices and pedago-
gies in the context of Indian schools. The teaching profession has undergone rapid
changes and advancements in recent years. The books in this series identify the
changes affecting teaching-learning practices in schools and the range of knowledge
development required of educators to adopt innovative pedagogies in the 21st-
century classroom. The books include vignettes, emerging classroom discussions
and case studies, along with other additional resources for teachers and students.
The series caters to a range of teacher education programmes and is envisioned as
resources, primarily for teacher-educators, student-teachers and others engaged in
the education sector. It focusses on topics such as adolescence in India, pedagogy of
language, mathematics, science and social science, knowledge and curriculum, edu-
cational policies and practices, ICT and educational technology in school education.

Language Education: Teaching English in India

Nishevita Jayendran, Anusha Ramanathan and Surbhi Nagpal

For more information about this series, please visit: https://www.routledge.com/

Principles-based-Adaptive-Teaching/book-series/PAT.
LANGUAGE EDUCATION
Teaching English in India

Nishevita Jayendran, Anusha Ramanathan

and Surbhi Nagpal
First published 2022
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2022 Nishevita Jayendran, Anusha Ramanathan and Surbhi Nagpal
The right of Nishevita Jayendran, Anusha Ramanathan and Surbhi Nagpal to be
identified as authors of this work has been asserted by them in accordance with
sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in any
information storage or retrieval system, without permission in writing from the
publishers.
Trademark notice: Product or corporate names may be trademarks or registered
trademarks, and are used only for identification and explanation without intent
to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
A catalog record has been requested for this book
ISBN: 978-0-367-48593-1 (hbk)
ISBN: 978-0-367-51549-2 (pbk)
ISBN: 978-1-003-05436-8 (ebk)
Typeset in Bembo
by SPi Global, India
 To you,
dear readers
CONTENTS

List of figures ix
List of tables x
Series editors’ note xi
Foreword xiv
Acknowledgements xvi
Abbreviations xvii

Introduction 1

1 The notion of language: An overview 5

2 Language and policy: English studies in India 30

3 Language acquisition and language learning: An overview 59

4 Perspectives and approaches to language and literacy 81

5 Teaching of language – I (communicative English) 103

6 Teaching of language – II (language through literature) 128

7 Teaching literature: Fiction, poetry and drama 147

8 Assessment and evaluation for language and literature 175

Postscript 201
Further reading 203
Index 210
FIGURES

1.1 Red Cross flag 12

1.2 The flame of a candle 12
2.1 Kachru’s three circles model of English 50
3.1 Major structures of language 61
3.2 A representation of Vygotsky’s ZPD 70
4.1 Memes, multimedia and multimodal literacy 95
8.1 Revised Bloom’s Taxonomy 179
TABLES

2.1 Extracts from national policies on education, with a particular

emphasis on Indian languages and English 34
2.2 Kumaravadivelu’s macrostrategies in language learning 53
2.3 Policies for teaching English in schools: Two case studies 55
3.1 Difference between language acquisition and language learning 62
4.1 Must, should, could 82
4.2 Richard Mayer and multimedia learning 95
4.3 Understanding PCK 98
5.1 H. Douglas Brown’s 12 principles for language pedagogy 123
6.1 Modes of rhetorical communication – some examples 142
7.1 Features of fiction, poetry and drama 153
8.1 Sample hybrid rubric (created for the English modules in
the Connected Learning Initiative (CLIx)1 – baseline tool, 2016) 191
SERIES EDITORS’ NOTE

The last two decades have seen developments of national importance in school
education in India.With the Right of Children to Free and Compulsory Education
(RtE, 2009) Act and the National Curriculum Framework (NCF, 2005), changes
have been afoot to enable access to quality education for children at scale.
Responding to the concurrent need for teacher education to support the vision
of a robust education system, the National Curriculum Framework for Teacher
Education (NCFTE, 2009) recommended substantive changes in curriculum and
practice of teacher education in the country. Subsequently, the high-powered com-
mittee on teacher education set up by the Hon. Supreme Court of India (Justice
Verma Committee, 2012) endorsed these curricular reforms and called for an over-
haul of the sector. Notably, similar shifts have been observed across the world, as
teacher education programmes discuss pathways for professional development to
enable teachers to work as transformative professionals in the 21st century. United
Nations Educational, Scientific and Cultural Organisation’s (UNESCO) Sustainable
Development Goals (SDG) call for transformative pedagogies, with a shift towards
active, self-directed participatory and collaborative learning, problem orientation,
inter- and transdisciplinarity and linking formal and informal learning (UNESCO
2017, 7). Acknowledging the need for gearing up the Indian education system to
meet SDGs, particularly SDG 4 to ensure inclusive and equitable quality education
and promote lifelong learning opportunities for all, the recent National Education
Policy (2020) has proposed re-envisioning teacher education in multidisciplinary
institutions that can prepare teachers to meet the needs of learners in the 21st
century.
With rapid advancements in science and technology, and the pervasiveness of
information and communication technology (ICT) and media in our lives, the
xii Series editors’ note

education sector stands witness to radical changes that are affecting teaching-learn-
ing practices in schools. Arguably, the onset of the Fourth Industrial Revolution
requires preparing learners for a range of competencies including effective com-
munication, intercultural sensitivity, analytical and critical thinking, problem-solv-
ing skills and creativity, which extend beyond content knowledge. In this context,
educators are required to gain adaptive expertise to prepare themselves and their
students for uncertain futures.
A dearth of good curricular resources has been consistently identified as a
key lacuna, from the first national commission on education in independent
India, in preparing teachers as professional educators. In the light of the present
education policy calling for substantial changes to teacher education, there is
an urgent need for quality teaching-learning materials that can trigger critical
inquiry, invoke a sense of adventure and provoke the curiosity of both student-
teachers and teacher-educators to embark on the complex task of learning to
teach.
To this end, the Centre of Excellence in Teacher Education (formerly, the
Centre for Education, Innovation and Action Research, or CEIAR) at the Tata
Institute of Social Sciences, Mumbai, has developed a series of textbooks under
the theme “Principles-based Adaptive Teaching” that make inroads into the con-
tent and pedagogical domains of study relevant to teaching-learning practice. The
titles for these books have been identified based on a consideration of the NCFTE
2009, emerging understandings from comparative studies of teacher education
curriculum in the international context and demands from the field to address the
needs of preparing teachers for the 21st century. Drawing from current research in
education, the textbooks adopt an innovative, practice-based approach to transact
the selected topics. The themes covered in the series include adolescent learners
in India, titles in subject pedagogies (English, mathematics, science and social
science), knowledge and learning, ICT and new media in education and state,
education and policy.
Each book covers key concepts, constructs, theories, conceptual and empirical
frameworks and contemporary discourses around the topic.The content and discus-
sions are meant to broaden and deepen readers’ understanding of the topic. Cases,
narratives and vignettes are used for contextual illustration of ideas. It is desirable
that educators bring supplementary illustrations to problematise local issues. The
references, range of activities and discussion triggers provided in each volume are
meant to enable readers to explore issues further.The books are meant to be used as
one among many ‘resources’ rather than ‘a textbook’.
Additionally, with the purchase of the books in this series, readers can avail sup-
plementary resources hosted on the TISSx platform, which can be accessed on this
URL: https://www.tissx.tiss.edu/. Each book comes with a unique code on its
cover that serves as a coupon to access the resources on this platform. Readers may
follow these simple steps to reach the pages.
 Series editors’ note xiii

1. Click on https://www.tissx.tiss.edu/, taking care that the text is entered

correctly. You can also scan the QR code on the cover of this book to
access the website.
2. Register on the platform with a valid email ID by clicking on the ‘Register’
button on the top of the page. Fill in the details requested.
3. A verification link will be sent to your registered email address as soon as
you register. Click on the link to activate your account.
4. You can now log in to the TISSx platform and visit the e-resource page
of the specific book/s you have purchased through the link provided.
Enrol into the relevant course by entering the coupon code provided
(PBAT01) in the respective books.

It is hoped that this book series will help readers gain nuanced perspectives on the
topics, along with relevant skills and dispositions to integrate into their teaching
repertoire.
Dr. Mythili Ramchand
Dr. Nishevita Jayendran

Centre of Excellence in Teacher Education (formerly, CEIAR)

Tata Institute of Social Sciences, Mumbai
FOREWORD

The discipline of education and professional development of teachers in India and

the broader South Asian region has been undergoing radical redefinition over the
last 30 years, with significant advancements in its conceptual base, approaches to
theory and practice and formation of the practice of teachers. Policy documents
such as the National Curriculum Framework (2005) and the National Curriculum
Framework for Teacher Education (2009) in India lay out for us the scope and depth
of ideas that are of contemporary disciplinary interest. Resources that enable stu-
dents of education to engage with these ideas, which are relevant to the developing
world contexts, are, however, very few. This has been a key problem in widespread
dissemination and for the ideas taking root in disciplinary discourses and practices
in the university and colleges of teacher education. While planning the scope of
work of the CETE at the (TISS), seeded by the Tata Trusts, therefore, we included
the development of resources as one of the major activities that will be needed in
order to revitalise the sector. Dr. Mythili Ramchand and Dr. Nishevita Jayendran,
as series editors, have laid out the scope and vision of such resources built around a
series of textbooks to be developed in English and major modern Indian languages.
Recognising the importance of such an initiative, several colleagues from universi-
ties in India have joined this effort as collaborators.
Textbooks are essential to support the formation and advancement of disciplines.
Important scientific ideas became integrated into disciplinary thinking through
textbooks written by scientists themselves. In the colonised world, textbooks came
to represent ‘colonisers’ knowledge’ and the cornerstone of the examination sys-
tem, defining ‘official knowledge’ and strongly framing academic discourse from
the world outside. Many of us trained in education, therefore, retain a suspicion of
textbooks that may come to dominate the intellectual mental scape of students and
have sought out ‘original writings’ to include in our course reading compendia.
Important as the reading of original texts is, particularly in the social sciences, they
 Foreword xv

do not address what good textbooks can do and need to do for their students: per-
forming a disciplinary landscaping function that is contextually relevant, drawing
on contemporary research and practice, putting ideas to use as tools for thinking,
scaffolding engagement and stimulating inquiry. In developing the textbooks in
this series, authors have drawn on their experiences of teaching, research, reading
and field engagement. We hope that faculty of education, students of education and
teachers will all find the resources useful.

Padma M. Sarangapani
Chairperson, Centre of Excellence in Teacher Education (formerly, CEIAR)
ACKNOWLEDGEMENTS

This volume has been long in the making, informed by our teaching and research
across a variety of programmes, projects, workshops and courses on language educa-
tion, literacy, communicative English and discourse analysis at the CETE (formerly
CEIAR), TISS, Mumbai.
We would like to thank Prof. Padma Sarangapani, chairperson of CETE, for her
dynamic leadership, guidance and openness to ideas as we explored diverse teaching
and research domains of application of language and literacy. We also owe thanks
to our colleagues and friends at the Centre for their support – moral and intel-
lectual – towards the completion of this book. Special thanks are due to Dr. Ruchi
Mittal and Dr. Jayashree Inbaraj, from Smt. Kapila Khandvala College of Education,
Mumbai, who took time to read portions of this book and provided feedback on
the relevance of the ideas. Satej Shende, Ramesh Khade, Sayan Bhattacharjee and
Shiva Thorat have been invaluable in supporting us through the creation of media
content for this book and the TISSx platform for our online resources.
We’d like to thank the team at Routledge, Lubna Irfan, Shloka Chauhan and
Shoma Chaudhary, for their patience and understanding during these unprece-
dented, challenging times of the pandemic and for helping us meet our deadlines,
albeit a little late, in completing this book.
And, finally, we owe thanks to our families for tolerating our not-very-attractive
writerly selves during the year of this journey and the COVID-19-induced lock-
downs. Thank you for keeping us sane!
ABBREVIATIONS

Assessment
AaL   as Learning
Assessment
AfL   for Learning
ALM   Audio Lingual Method
AoL   Assessment of Learning
ASER  Annual State of Education Report
BICS  Basic Interpersonal Communication Skills
CALL  Computer-Assisted Language Learning
CALP  Cognitive Academic Language Proficiency
CCE   Continuous and Comprehensive Evaluation
CEFR  Common European Framework of Reference for Languages
CLL   Community Language Learning
CLIx   Connected Learning Initiative
CLT   Communicative Language Teaching
CUP   Common Underlying Proficiency
EFL   English as a Foreign Language
ELT   English Language Teaching
ENL   English as a Native Language
ESL   English as a Second Language
HEI   Higher Education Institute
HOT   Higher Order Thinking
IELTS  International English Language Testing System
ICT   Information and Communication Technology
LAD   Language Acquisition Device
MALL   Mobile-Assisted Language Learning
NCF   National Curriculum Framework
NEP   National Education Policy
NLS   New Literacy Studies
xviii Abbreviations

Programme
PISA   for International Student Assessment
Point
POV   of View
RTE   Right to Education
RWLS   Reading Writing Listening Speaking
TBLT   Task-Based Language Teaching
TELL   Technology-Enabled Language Learning
TLM   Teaching-Learning Materials
TPD   Teacher Professional Development
TPR   Total Physical Response
UDL   Universal Design for Learning
UNESCO  United Nations Educational, Scientific and Cultural Organisation
ZPD   Zone of Proximal Development
INTRODUCTION

Most of us enter the language classroom with beliefs about what must, should and
could be taught here and a conviction of the most appropriate pedagogy that will
support our beliefs. Our beliefs, in turn, are often informed by our experiences as
students and teachers, the influence of colleagues and, in some instances, by reading
and conducting research in language teaching. The challenge in determining effec-
tive ways of teaching and learning languages lies in the ubiquitous nature of lan-
guage itself, which is not merely pervasive in our environment but also constitutive
of us as humans. What are the implications of these convictions on our teaching-
learning practices and on student learning?

Sarayu graduated with an MA in English and started searching for teaching posi-
tions in her hometown. A few weeks into her search, the faculty coordinator for
placements in a local college contacted her to discuss the conducting of a
Communicative English course for postgraduate students at the institute. The
coordinator stated that she would like her students to be prepared adequately
for the professional workspace, with proficiency in communication skills and the
ability to speak English fluently. This was urgent, she claimed, since they would
be appearing for placements with different multinational companies in six
months. With a master’s degree in English, she said that Sarayu was best placed
to help them. Though time was short, Sarayu agreed to try. She drew up a cur-
riculum and shared a session plan with the coordinator for feedback. A week
after this exchange, Sarayu received a message requesting a meeting.
The coordinator was disconcerted, even taken aback, that the session involved
reading activities. Sarayu had inserted four short pages from Reader’s Digest, a
2 Introduction

popular magazine in India, which listed different ways of using verbal and non-
verbal communication effectively in getting one’s message across. She had
designed group activities that required students to write dialogues collaboratively,
enact different situations in the reading, and debate a point raised by the author
in the article. This, she had assumed, would keep the students interested and
occupied for three hours. The coordinator, however, disagreed. ‘You cannot ask
them to read, no’, she said, with a decisive shake of her head. ‘They won’t read,
and they will stop attending class. That mustn’t happen’. Sarayu tried to reason
with her. Isn’t reading a core aspect of communication skills? Not for the coordi-
nator, it appeared. How about writing? Well, an email or two perhaps? Definitely
no role-play or case studies. She concluded the meeting with, ‘What will really
help them is if you can teach them fifty or sixty phrases that will be important for
them in an interview and train them to pronounce these words well’.
The episode made Sarayu reflect on the different perceptions of a language
and communication skills classroom, as well as her own beliefs about what
language learning entails. Was language learning to remain memorising
phrases and their correct pronunciation for an interview? Was the scope of
communication mere mechanical exchange of predetermined dialogues? How
far does the market and globalisation influence language learning objectives
and outcomes while adopting a learner- and learning-centric pedagogy?

We start this book with an anecdote that highlights some questions that the cur-
rent volume deals with. Many of us work within classrooms in schools and in higher
education institutes (HEIs) that grapple with these questions. What is the purpose of
language education and communication studies? What are the ways in which English
can be taught in Indian educational institutions? What is the role of the teacher in
supporting language learning? What kinds of texts and discourses are appropriate for a
language classroom? And how can we ensure a constructivist, learning-centred peda-
gogy that does not compromise the rigour, depth and identity of the discipline?
Language education is a systematic discipline of study that draws on philosophy,
cultural studies, psychology, (socio)linguistics, aesthetics, rhetoric, stylistics, represen-
tation, narratology and politics, among others, to delineate, reflect on and research
the practice of teaching and learning languages in formal and informal spaces. As
an interdisciplinary field, language education is influenced by the unique perspec-
tives and methods of each discipline. Communicative competence, proficiencies,
cross-cultural experiences and literacies are some core concerns of language educa-
tion, which necessitate the need for expanding its scope and application as a field.
Communication is about connection, dialogue and collaborative growth. It is a
process of co-constructing knowledge, which can unfold in diverse, creative ways.
In a globalised world, communication takes on the additional responsibility of inter-
cultural competence, as we constantly negotiate relationships across cultures, age, gen-
der, nationalities, religion, digital platforms and media. Communicative competence
 Introduction 3

is important to sustain rich, meaningful experiences; to convey one’s thoughts and

beliefs with conviction; to read messages in multimodal forms with discernment; and to
engage with one’s environment with sensitivity, empathy and tolerance.These compe-
tences comprise an essential part of critical literacy that has defined education practices
for scholars, researchers and practitioners across the globe over the last five decades.
What does it mean to learn a language? What does it mean to use a language?
James Paul Gee states that ‘to read’ is an intransitive verb because we always read
something. Learning a language, likewise, presupposes its use. This use may not be
merely functional.We think in language.We act within and through language. Being
in language is so natural that we remain unconscious of its presence in our lives.
What happens, then, when this natural medium of communication and thought is
taught formally within classrooms? Do we assimilate the same things through these
formal learning spaces that we do in natural learning environments?
Language Education:Teaching English in India is a delineation of these ideas through
theoretical perspectives and strategies to promote critical literacy in the English
classroom. The English language classroom continues to remain a politicised space,
with English being the language of aspiration, social and professional mobility. One
reason for this politicisation lies in the nature of language as not merely a tool for
communication but also a socio-cultural artefact. Languages structure cognition and
act as markers of identity. We approach the teaching of English through this frame-
work, considering its historical legacy, its presence in colonial and postcolonial India
and its relevance in contemporary times.
Chapter 1 presents an overview of different notions of language. Adopting an
interdisciplinary perspective, the chapter looks at language through the domains of
linguistics, philosophy, culture and aesthetics. It then locates the discussion on the
nature of language within the context of literacy as a core aim of language education.
The chapter ends with a brief survey of the scope and implications of literacy.
Chapter 2 historicises the teaching and learning of English in India by considering
the reasons for its introduction into the subcontinent during colonial rule. The
chapter considers education policies on the teaching of languages to discuss the
place of English in schools. Further, by considering comparable debates from across
the world on the teaching of English in postcolonial contexts, the chapter reflects
on the objectives of learning the language for critical literacy.
Chapter 3 takes the argument further by considering theories of language acqui-
sition and learning. It distinguishes between the terms ‘acquisition’ and ‘learning’,
highlighting the former as a natural process and the latter as requiring conscious
intervention and facilitation. The chapter also looks at the place of intercultural
competence, multilinguality and the principles of Universal Design for Learning
for teacher professional development to create inclusive English classrooms in India.
In Chapter 4, we return to the idea of literacy in general, and critical literacy in
particular, to discuss ways in which English language teaching for critical literacy
must factor multimodality and an integrated approach to language learning. Being
able to gain communicative competence and function effectively in a multicultural
world will require us to adopt a variety of principles-based strategies to address the
4 Introduction

varied needs of learners. Equally important is the need to develop critical thinking
skills in the English language classroom.
Chapters 5, 6 and 7 discuss pedagogies that can enable critical literacy in the English
classroom. Chapter 5 focusses on communicative English Language Teaching, the theo-
ries, approaches, methods and pedagogical practices that can strengthen communicative
competence in English. Chapter 6 advances this discussion by looking at the teaching
of language through literature. In this context, the chapter discusses the teaching of
grammar, vocabulary, the four skills (reading, writing, listening and speaking) integrat-
edly and the rhetorical modes of communication (expository, descriptive, narrative and
argumentative/persuasive). Through a discussion of case studies and lesson plans, these
two chapters demonstrate pedagogies that enable critical literacies. Chapter 7 follows
these activities to discuss the value of teaching literature for its own sake, as an integral
part of a language classroom. In this chapter, we approach the teaching of literature
along two trajectories.The first is the teaching of fiction, poetry and drama for literary
appreciation. The second is the teaching of literary works to enable critical thinking
and interpretation through contextualisation of the work. This practice will lead to
critical consciousness when we approach literary works as cultural artefacts.
The last chapter, Chapter 8, deals with assessments and evaluation. It looks at
the distinction between assessments of learning and assessments for learning. The
chapter also discusses evaluation in English language programs and kinds of research
practices that can be conducted to understand and delve into principles of English
language teaching for critical literacy.
We conclude the book with a brief postscript on the way ahead and the
pathways that can be explored to take the ideas of this book further. We hope, in
the process, to explore ways of supporting learner-centric pedagogy that draws on
principles and best practices of English language teaching (ELT) in a pragmatic way
to inform curriculum, syllabus, content selection, activity design and assessments for
strengthening critical literacy.
This book is a reflective piece rather than a prescriptive one. It will be of rel-
evance to language educators, curriculum designers, material developers, school and
college teachers, under- and postgraduate students of language, literature and edu-
cation who are interested in delving into the field of literacy and language studies.
The book presupposes the reader’s familiarity with literature and language of at least
an undergraduate program. It aims to push the reader to reflect on ways of apply-
ing this knowledge in teaching and learning English for critical literacy. Additional
resources on TISSx, under the course title Language Education: Teaching English in
India, accessible through the coupon code PBAT01, are structured to aid the process.
We invite you to join us on this journey!

Nishevita Jayendran
Anusha Ramanathan
Surbhi Nagpal
June 2021
 Introduction 5

Note
1 The Connected Learning Initiative (CLIx) is an innovative field action programme
launched by the Centre for Education, Innovation and Action Research (CEIAR) to
improve the professional and academic prospects of teachers and high school students
from underserved communities in India and implemented in four states. CLIx incorpo-
rates thoughtful pedagogical design and leverages contemporary technology to provide
quality educational experiences at scale across disciplines, available as Open Educational
Resources (OERs). The initiative was seeded by Tata Trusts, Mumbai and is led by Tata
Institute of Social Sciences (TISS), Mumbai, India and the Massachusetts Institute of
Technology(MIT), Massachusetts, USA. CLIx was awarded the UNESCO – King Hamad
Bin Isa Al-Khalifa Prize for Use of ICTs in Education and the OER Collaboration
Award for Excellence 2019 (see https://clix.tiss.edu, https://clixoer.tiss.edu).

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