In this week's Weekly Reading Circle at Door Step School Foundation, we engaged with the Language sections of the National Curriculum Framework for School Education and the State Curriculum Framework for School Education of Maharashtra.
The goal was to understand the differences between R1, R2, and R3, their relations to L1, and explore approaches to teaching these languages and their logistics.
The discussion centered around questions like:
- Can teaching and learning L1 (home language/mother tongue) and R1 (language for reading and writing) be considered the same?
- How does the mandatory teaching of Hindi at the preparatory stage but its optional status in grades 11-12 impact language learning progression?
- Do curriculum changes under NEP 2020, NCF-SE, and SCF-SE for language require us to adapt our teaching methods or introduce R2 and R3 in our programs?
- Do assessments show the need to revise our methods when R1 differs from L1 (e.g., Kannada-speaking children learning Marathi), and how can we improve outcomes?
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