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  • / ► Elementary Language and Literacy OER
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  • Expand
    • ExpandKey Resources (Principles of Practice)
      • TESS-India: Key resources
      • Key resources (complete)
      • Planning lessons
      • Involving all
      • Talk for learning
      • Using pair work
      • Using questioning to promote thinking
      • Monitoring and giving feedback
      • Using groupwork
      • Assessing progress and performance
      • Using local resources
      • Storytelling, songs, role play and drama
    • ExpandCompendium for teacher development
      • Compendium for teacher development
    • ExpandElementary Language and Literacy OER
      • School–home communication
      • TI-AIE: School–home communication
      • School–home communication
      • School–home communication
      • A language-rich classroom
      • TI-AIE: A language-rich classroom
      • A language-rich classroom
      • A language-rich classroom
      • Speaking and listening
      • TI-AIE: Speaking and listening
      • Speaking and listening
      • Speaking and listening
      • Early reading
      • TI-AIE: Early reading
      • Early reading
      • Early reading
      • Storytelling
      • TI-AIE: Storytelling
      • Storytelling
      • Storytelling
      • Reading for pleasure
      • TI-AIE: Reading for pleasure
      • Reading for pleasure
      • Reading for pleasure
      • Reading for information
      • TI-AIE: Reading for information
      • Reading for information
      • Reading for information
      • Knowing and using children's literature
      • TI-AIE: Knowing and using children’s literature
      • Knowing and using children’s literature
      • Knowing and using children’s literature
      • Authentic writing
      • TI-AIE: Authentic writing
      • Authentic writing
      • Authentic writing
      • Using local resources
      • TI-AIE: Using local resources
      • Using local resources
      • Using local resources
      • Language, literacy and citizenship
      • TI-AIE: Language, literacy and citizenship
      • Language, literacy and citizenship
      • Language, literacy and citizenship
      • Multilingualism in the classroom
      • TI-AIE: Multilingualism in the classroom
        • What this unit is about
        • What you can learn in this unit
        • Why this approach is important
        • 1 Introducing the multilingual classroom
        • 2 Valuing multilingualism in the classroom
        • 3 Translanguaging in the classroom
        • 4 Summary
        • Resources
          • Resource 1: Involving all
        • Additional resources
        • References
        • Acknowledgements
      • Multilingualism in the classroom
      • Multilingualism in the classroom
      • Pair work for language and literacy
      • TI-AIE: Pair work for language and literacy
      • Pair work for language and literacy
      • Pair work for language and literacy
      • Integrating language, literacy and subject learning
      • TI-AIE: Integrating language, literacy and subject learning
      • Integrating language, literacy and subject learning
      • Integrating language, literacy and subject learning
      • Monitoring, assessment and feedback
      • TI-AIE: Monitoring, assessment and feedback
      • Monitoring, assessment and feedback
      • Monitoring, assessment and feedback
      • Acknowledgements
      • Elementary Language and Literacy acknowledgements
    • ExpandElementary English OER
      • Classroom routines
      • TI-AIE: Classroom routines
      • Classroom routines
      • Classroom routines
      • Songs, rhymes and word play
      • TI-AIE: Songs, rhymes and word play
      • Songs, rhymes and word play
      • Songs, rhymes and word play
      • Letters and sounds of English
      • TI-AIE: Letters and sounds of English
      • Letters and sounds of English
      • Letters and sounds of English
      • Mark-making and early writing
      • TI-AIE: Mark-making and early writing
      • Mark-making and early writing
      • Mark-making and early writing
      • Storytelling
      • TI-AIE: Storytelling
      • Storytelling
      • Storytelling
      • Shared reading
      • TI-AIE: Shared reading
      • Shared reading
      • Shared reading
      • Planning around a text
      • TI-AIE: Planning around a text
      • Planning around a text
      • Planning around a text
      • Promoting the reading environment
      • TI-AIE: Promoting the reading environment
      • Promoting the reading environment
      • Promoting the reading environment
      • English and subject content integration
      • TI-AIE: English and subject content integration
      • English and subject content integration
      • English and subject content integration
      • Using the textbook creatively
      • TI-AIE: Using the textbook creatively
      • Using the textbook creatively
      • Using the textbook creatively
      • Learning English in the creative arts
      • TI-AIE: Learning English in the creative arts
      • Learning English in the creative arts
      • Learning English in the creative arts
      • The learning environment
      • TI-AIE: The learning environment
      • The learning environment
      • The learning environment
      • Developing and monitoring reading
      • TI-AIE: Developing and monitoring reading
      • Developing and monitoring reading
      • Developing and monitoring reading
      • Developing and monitoring writing
      • TI-AIE: Developing and monitoring writing
      • Developing and monitoring writing
      • Developing and monitoring writing
      • Community resources for English
      • TI-AIE: Community resources for English
      • Community resources for English
      • Community resources for English
      • Acknowledgements
      • Elementary English acknowledgements
    • ExpandSecondary English OER
      • Local resources for teaching English
      • TI-AIE: Local resources for teaching English
      • Local resources for teaching English
      • Local resources for teaching English
      • Using more English in your classroom
      • TI-AIE: Using more English in your classroom
      • Using more English in your classroom
      • Using more English in your classroom
      • Building your students' confidence to speak English
      • TI-AIE: Building your students' confidence to speak English
      • Building your students' confidence to speak English
      • Building your students' confidence to speak English
      • Supporting reading for understanding
      • TI-AIE: Supporting reading for understanding
      • Supporting reading for understanding
      • Supporting reading for understanding
      • Whole-class reading routines
      • TI-AIE: Whole-class reading routines
      • Whole-class reading routines
      • Whole-class reading routines
      • Supporting independent writing in English
      • TI-AIE: Supporting independent writing in English
      • Supporting independent writing in English
      • Supporting independent writing in English
      • Whole-class writing routines
      • TI-AIE: Whole-class writing routines
      • Whole-class writing routines
      • Whole-class writing routines
      • Strategies for teaching listening
      • TI-AIE: Strategies for teaching listening
      • Strategies for teaching listening
      • Strategies for teaching listening
      • Supporting speaking in English: pair and groupwork
      • TI-AIE: Supporting speaking in English: pair and groupwork
      • Supporting speaking in English: pair and groupwork
      • Supporting speaking in English: pair and groupwork
      • English grammar in action
      • TI-AIE: English grammar in action
      • English grammar in action
      • English grammar in action
      • Strategies for teaching vocabulary
      • TI-AIE: Strategies for teaching vocabulary
      • Strategies for teaching vocabulary
      • Strategies for teaching vocabulary
      • Promoting reading for pleasure
      • TI-AIE: Promoting reading for pleasure
      • Promoting reading for pleasure
      • Promoting reading for pleasure
      • Supporting language learning through formative assessment
      • TI-AIE: Supporting language learning through formative assessment
      • Supporting language learning through formative assessment
      • Supporting language learning through formative assessment
      • Developing your English
      • TI-AIE: Developing your English
      • Developing your English
      • Developing your English
      • Using resources beyond the textbook
      • TI-AIE: Using resources beyond the textbook
      • Using resources beyond the textbook
      • Using resources beyond the textbook
      • Acknowledgements
      • Secondary English acknowledgements
    • ExpandElementary Maths OER
      • Using number games: developing number sense
      • TI-AIE: Using number games: developing number sense
      • Using number games: developing number sense
      • Using number games: developing number sense
      • Using structured resources to develop understanding: place value
      • TI-AIE: Using structured resources to develop understanding: place value
      • Using structured resources to develop understanding: place value
      • Using structured resources to develop understanding: place value
      • Using a number line and the expression 'Imagine if ...': positive and negative numbers
      • TI-AIE: Using a number line and the expression ‘Imagine if …’: positive and negative numbers
      • Using a number line and the expression 'Imagine if ...': positive and negative numbers
      • Using a number line and the expression 'Imagine if ...': positive and negative numbers
      • Mathematical stories: word problems
      • TI-AIE: Mathematical stories: word problems
      • Mathematical stories: word problems
      • Mathematical stories: word problems
      • Asking questions that challenge thinking: fractions
      • TI-AIE: Asking questions that challenge thinking: fractions
      • Asking questions that challenge thinking: fractions
      • Asking questions that challenge thinking: fractions
      • Making students believe they CAN do mathematics: operations on fractions
      • TI-AIE: Making students believe they CAN do mathematics: operations on fractions
      • Making students believe they CAN do mathematics: operations on fractions
      • Making students believe they CAN do mathematics: operations on fractions
      • Using manipulatives: decomposition and regrouping
      • TI-AIE: Using manipulatives: decomposition and regrouping
      • Using manipulatives: decomposition and regrouping
      • Using manipulatives: decomposition and regrouping
      • Using real-life contexts: the formal division algorithm
      • TI-AIE: Using real-life contexts: the formal division algorithm
      • Using real-life contexts: the formal division algorithm
      • Using real-life contexts: the formal division algorithm
      • Comparing and contrasting tasks: volume and capacity
      • TI-AIE: Comparing and contrasting tasks: volume and capacity
      • Comparing and contrasting tasks: volume and capacity
      • Comparing and contrasting tasks: volume and capacity
      • Using rich tasks: area and perimeter
      • TI-AIE: Using rich tasks: area and perimeter
      • Using rich tasks: area and perimeter
      • Using rich tasks: area and perimeter
      • Physical representation in mathematics: handling data
      • TI-AIE: Physical representation in mathematics: handling data
      • Physical representation in mathematics: handling data
      • Physical representation in mathematics: handling data
      • Learning through talking: variables and constants
      • TI-AIE: Learning through talking: variables and constants
      • Learning through talking: variables and constants
      • Learning through talking: variables and constants
      • Conjecturing and generalising in mathematics: introducing algebra
      • TI-AIE: Conjecturing and generalising in mathematics: introducing algebra
      • Conjecturing and generalising in mathematics: introducing algebra
      • Conjecturing and generalising in mathematics: introducing algebra
      • Using embodiment, manipulative and real-life examples: teaching about angles
      • TI-AIE: Using embodiment, manipulatives and real-life examples: teaching about angles
      • Using embodiment, manipulative and real-life examples: teaching about angles
      • Using embodiment, manipulative and real-life examples: teaching about angles
      • Creative thinking in mathematics: proportional reasoning
      • TI-AIE: Creative thinking in mathematics: proportional reasoning
      • Creative thinking in mathematics: proportional reasoning
      • Creative thinking in mathematics: proportional reasoning
      • Acknowledgements
      • Elementary Maths acknowledgements
    • ExpandSecondary Maths OER
      • Using visualisation: algebraic identities
      • TI-AIE: Using visualisation: algebraic identities
      • Using visualisation: algebraic identities
      • Using visualisation: algebraic identities
      • Developing mathematical reasoning: mathematical proof
      • TI-AIE: Developing mathematical reasoning: mathematical proof
      • Developing mathematical reasoning: mathematical proof
      • Developing mathematical reasoning: mathematical proof
      • Visualising, comparing and contrasting: number systems
      • TI-AIE: Visualising, comparing and contrasting: number systems
      • Visualising, comparing and contrasting: number systems
      • Visualising, comparing and contrasting: number systems
      • Connecting mathematics: finding factors and multiples
      • TI-AIE: Connecting mathematics: finding factors and multiples
      • Connecting mathematics: finding factors and multiples
      • Connecting mathematics: finding factors and multiples
      • Building mathematical resilience: similarity and congruency in triangles
      • TI-AIE: Building mathematical resilience: similarity and congruency in triangles
      • Building mathematical resilience: similarity and congruency in triangles
      • Building mathematical resilience: similarity and congruency in triangles
      • Cooperative learning and mathematical talk: triangles
      • TI-AIE: Cooperative learning and mathematical talk: triangles
      • Cooperative learning and mathematical talk: triangles
      • Cooperative learning and mathematical talk: triangles
      • Creating contexts for abstract mathematics: equations
      • TI-AIE: Creating contexts for abstract mathematics: equations
      • Creating contexts for abstract mathematics: equations
      • Creating contexts for abstract mathematics: equations
      • Enacting vocabulary and asking questions: exploring the circle
      • TI-AIE: Enacting vocabulary and asking questions: exploring the circle
      • Enacting vocabulary and asking questions: exploring the circle
      • Enacting vocabulary and asking questions: exploring the circle
      • Hands-on learning and embodiment: constructions in geometry
      • TI-AIE: Hands-on learning and embodiment: constructions in geometry
      • Hands-on learning and embodiment: constructions in geometry
      • Hands-on learning and embodiment: constructions in geometry
      • Tackling mathematical anxiety: combination shapes and solids
      • TI-AIE: Tackling mathematical anxiety: combination shapes and solids
      • Tackling mathematical anxiety: combination shapes and solids
      • Tackling mathematical anxiety: combination shapes and solids
      • Learning from misconceptions: algebraic expressions
      • TI-AIE: Learning from misconceptions: algebraic expressions
      • Learning from misconceptions: algebraic expressions
      • Learning from misconceptions: algebraic expressions
      • Developing creative thinking in mathematics: trigonometry
      • TI-AIE: Developing creative thinking in mathematics: trigonometry
      • Developing creative thinking in mathematics: trigonometry
      • Developing creative thinking in mathematics: trigonometry
      • Reading, writing and modelling mathematics: word problems
      • TI-AIE: Reading, writing and modelling mathematics: word problems
      • Reading, writing and modelling mathematics: word problems
      • Reading, writing and modelling mathematics: word problems
      • Thinking mathematically: estimation
      • TI-AIE: Thinking mathematically: estimation
      • Thinking mathematically: estimation
      • Thinking mathematically: estimation
      • Developing stories: understanding graphs
      • TI-AIE: Developing stories: understanding graphs
      • Developing stories: understanding graphs
      • Developing stories: understanding graphs
      • Acknowledgements
      • Secondary Maths acknowledgements
    • ExpandElementary Science OER
      • Brainstorming: sound
      • TI-AIE: Brainstorming: sound
      • Brainstorming: sound
      • Brainstorming: sound
      • Pair work: life processes
      • TI-AIE: Pair work: life processes
      • Pair work: life processes
      • Pair work: life processes
      • Using groupwork: floating and sinking
      • TI-AIE: Using groupwork: floating and sinking
      • Using groupwork: floating and sinking
      • Using groupwork: floating and sinking
      • Using demonstration: food
      • TI-AIE: Using demonstration: food
      • Using demonstration: food
      • Using demonstration: food
      • Concept mapping: water
      • TI-AIE: Concept mapping: water
      • Concept mapping: water
      • Concept mapping: water
      • Teacher’s questioning: forces
      • TI-AIE: Teacher’s questioning: forces
      • Teacher’s questioning: forces
      • Teacher’s questioning: forces
      • Pupils’ questioning: sorting and classifying things
      • TI-AIE: Pupils’ questioning: sorting and classifying things
      • Pupils’ questioning: sorting and classifying things
      • Pupils’ questioning: sorting and classifying things
      • Observing patterns: shadows and night & day
      • TI-AIE: Observing patterns: shadows and night & day
      • Observing patterns: shadows and night & day
      • Observing patterns: shadows and night & day
      • Practical investigation: change
      • TI-AIE: Practical investigation: change
      • Practical investigation: change
      • Practical investigation: change
      • Using stories: environment
      • TI-AIE: Using stories: environment
      • Using stories: environment
      • Using stories: environment
      • Using games: electricity
      • TI-AIE: Using games: electricity
      • Using games: electricity
      • Using games: electricity
      • Alternative conceptions: heat and temperature
      • TI-AIE: Alternative conceptions: heat and temperature
      • Alternative conceptions: heat and temperature
      • Alternative conceptions: heat and temperature
      • Developing the learning environment
      • TI-AIE: Developing the learning environment
      • Developing the learning environment
      • Developing the learning environment
      • Discussion in science: malnutrition
      • TI-AIE: Discussion in science: malnutrition
      • Discussion in science: malnutrition
      • Discussion in science: malnutrition
      • Using the community: environmental issues
      • TI-AIE: Using the community: environmental issues
      • Using the community: environmental issues
      • Using the community: environmental issues
      • Acknowledgements
      • Elementary Science acknowledgements
    • ExpandSecondary Science OER
      • Pair work: atoms and molecules, and chemical reactions
      • TI-AIE: Pair work: atoms and molecules, and chemical reactions
      • Pair work: atoms and molecules, and chemical reactions
      • Pair work: atoms and molecules, and chemical reactions
      • Reading in the science classroom : heredity and evolution
      • TI-AIE: Reading in the science classroom: heredity and evolution
      • Reading in the science classroom: heredity and evolution
      • Reading in the science classroom: heredity and evolution
      • Mind mapping and concept mapping: acids, bases and salts
      • TI-AIE: Mind mapping and concept mapping: acids, bases and salts
      • Mind mapping and concept mapping: acids, bases and salts
      • Mind mapping and concept mapping: acids, bases and salts
      • Using local resources: life processes
      • TI-AIE: Using local resources: life processes
      • Using local resources: life processes
      • Using local resources: life processes
      • Community approaches: science education and environmental issues
      • TI-AIE: Community approaches: science education and environmental issues
      • Community approaches: science education and environmental issues
      • Community approaches: science education and environmental issues
      • Using games: the Periodic Table
      • TI-AIE: Using games: the Periodic Table
      • Using games: the Periodic Table
      • Using games: the Periodic Table
      • Questioning: why do we fall ill?
      • TI-AIE: Questioning: why do we fall ill?
      • Questioning: why do we fall ill?
      • Questioning: why do we fall ill?
      • Language in the science classroom: cells
      • TI-AIE: Language in the science classroom: cells
      • Language in the science classroom: cells
      • Language in the science classroom: cells
      • Probing understanding: work and energy
      • TI-AIE: Probing understanding: work and energy
      • Probing understanding: work and energy
      • Probing understanding: work and energy
      • Using physical models: teaching electricity to Class X
      • TI-AIE: Using physical models: teaching electricity to Class X
      • Using physical models: teaching electricity to Class X
      • Using physical models: teaching electricity to Class X
      • Brainstorming: forces and laws of motion
      • TI-AIE: Brainstorming: forces and laws of motion
      • Brainstorming: forces and laws of motion
      • Brainstorming: forces and laws of motion
      • Building mental models: teaching carbon and its compounds to Class X
      • TI-AIE: Building mental models: teaching carbon and its compounds to Class X
      • Building mental models: teaching carbon and its compounds to Class X
      • Building mental models: teaching carbon and its compounds to Class X
      • Practical work and investigations: teaching gravitation to Class IX
      • TI-AIE: Practical work and investigations: teaching gravitation to Class IX
      • Practical work and investigations: teaching gravitation to Class IX
      • Practical work and investigations: teaching gravitation to Class IX
      • Effective demonstrations: teaching light and vision to Class X
      • TI-AIE: Effective demonstrations: teaching light and vision to Class X
      • Effective demonstrations: teaching light and vision to Class X
      • Effective demonstrations: teaching light and vision to Class X
      • Effective project work: sources of energy
      • TI-AIE: Effective project work: sources of energy
      • Effective project work: sources of energy
      • Effective project work: sources of energy
      • Acknowledgements
      • Secondary Science acknowledgements
    • ExpandSchool Leadership OER
      • Orientation
      • TI-AIE: Orientation: the elementary school leader as enabler
      • Orientation: the elementary school leader as enabler
      • Orientation: the elementary school leader as enabler
      • TI-AIE: Orientation: the secondary school leader as enabler
      • Orientation: the secondary school leader as enabler
      • Orientation: the secondary school leader as enabler
      • Perspective on leadership
      • TI-AIE: Perspective on leadership: leading the school’s self-review
      • Perspective on leadership: leading the school’s self-review
      • Perspective on leadership: leading the school’s self-review
      • TI-AIE: Perspective on leadership: leading the school development plan
      • Perspective on leadership: leading the school development plan
      • Perspective on leadership: leading the school development plan
      • TI-AIE: Perspective on leadership: using data on diversity to improve your school
      • Perspective on leadership: using data on diversity to improve your school
      • Perspective on leadership: using data on diversity to improve your school
      • TI-AIE: Perspective on leadership: planning and leading change in your school
      • Perspective on leadership: planning and leading change in your school
      • Perspective on leadership: planning and leading change in your school
      • TI-AIE: Perspective on leadership: implementing change in your school
      • Perspective on leadership: implementing change in your school
      • Perspective on leadership: implementing change in your school
      • TI-AIE: Perspective on leadership: building a shared vision for your school
      • Perspective on leadership: building a shared vision for your school
      • Perspective on leadership: building a shared vision for your school
      • Managing and developing self
      • TI-AIE: Managing and developing self: managing and developing yourself
      • Managing and developing self: managing and developing yourself
      • Managing and developing self: managing and developing yourself
      • Transforming teaching-learning process
      • TI-AIE: Transforming teaching-learning process: leading improvements in teaching and learning in the elementary school
      • Transforming teaching-learning process: leading improvements in teaching and learning in the elementary school
      • Transforming teaching-learning process: leading improvements in teaching and learning in the elementary school
      • TI-AIE: Transforming teaching-learning process: leading improvements in teaching and learning in the secondary school
      • Transforming teaching-learning process: leading improvements in teaching and learning in the secondary school
      • Transforming teaching-learning process: leading improvements in teaching and learning in the secondary school
      • TI-AIE: Transforming teaching-learning process: leading assessment in your school
      • Transforming teaching-learning process: leading assessment in your school
      • Transforming teaching-learning process: leading assessment in your school
      • TI-AIE: Transforming teaching-learning process: leading teachers’ professional development
      • Transforming teaching-learning process: leading teachers’ professional development
      • Transforming teaching-learning process: leading teachers’ professional development
      • TI-AIE: Transforming teaching-learning process: supporting teachers to raise performance
      • Transforming teaching-learning process: supporting teachers to raise performance
      • Transforming teaching-learning process: supporting teachers to raise performance
      • TI-AIE: Transforming teaching-learning process: mentoring and coaching
      • Transforming teaching-learning process: mentoring and coaching
      • Transforming teaching-learning process: mentoring and coaching
      • TI-AIE: Transforming teaching-learning process: developing an effective learning culture in your school
      • Transforming teaching-learning process: developing an effective learning culture in your school
      • Transforming teaching-learning process: developing an effective learning culture in your school
      • TI-AIE: Transforming teaching-learning process: promoting inclusion in your school
      • Transforming teaching-learning process: promoting inclusion in your school
      • Transforming teaching-learning process: promoting inclusion in your school
      • TI-AIE: Transforming teaching-learning process: managing resources for effective student learning
      • Transforming teaching-learning process: managing resources for effective student learning
      • Transforming teaching-learning process: managing resources for effective student learning
      • TI-AIE: Transforming teaching-learning process: leading the use of technology in your school
      • Transforming teaching-learning process: leading the use of technology in your school
      • Transforming teaching-learning process: leading the use of technology in your school
      • Leading partnerships
      • TI-AIE: Leading partnerships: engaging with parents and the wider school community
      • Leading partnerships: engaging with parents and the wider school community
      • Leading partnerships: engaging with parents and the wider school community
      • Acknowledgements
      • School Leadership acknowledgements
    • ExpandVideo Resources
      • TI-AIE: TESS-India Video Resources
      • TI-AIE: TESS-India School Leadership Video Resources
    • ExpandUsing the TESS-India Toolkit
      • TESS-India OER title list
      • TESS-India Subject Frameworks
      • TESS-India Key Resources and Video Resources mapping matrix
      • TESS-India Video Script titles
      • TESS-India Localisation Handbook
      • TESS-India MOOC Facilitation Guide
      • TESS-India Consultant Orientation Handbook (Draft)
    • ExpandTESS-India Teacher Educator Guidance Notes
      • Academic mentoring
      • Action research
      • Facilitating teachers' meetings
      • Networks: effective professional development for educational change
      • Reflection in education
      • Running an effective participatory interactive workshop
    • ExpandExamples of Use
      • Engaging students
      • Focusing on examination results
      • Improving attendance
      • Dealing with large multi-grade classes
      • Motivating teachers
      • Speaking English with confidence
      • Supporting school leaders in motivating teacher change in their schools
      • Teacher development meetings
      • Teaching student teachers
      • Teaching multilingual classes
      • Using English in everyday life
      • Working with elementary Maths teachers

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    • 10 hours study
    • 1Level 1: Introductory
    • Description
    TESS-India: All India Resources (in English)

    TESS-India: All India Resources (in English)

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    Additional resources

    • Multilingual education research: http://blog.britishcouncil.org.in/ towards-a-multilingual-education-research-partnership-for-india/ [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)]
    • Guide to language readiness in multilingual contexts (Jharkhand): https://www.academia.edu/ 7602970/ Bhasha_Puliya_-_Guidebook_for_a_Childrens_Language_Readiness_Programme_in_multilingual_Jharkhand_India
    • Bilingual dictionaries in Jharkhand:
    • https://www.academia.edu/ 4503737/ Childrens_Bilingual_Picture_Dictionaries_-_Meri_Bhasha_mein_Meri_Duniya
    • https://www.academia.edu/ 4668458/ Childrens_BILINGUAL_Picture_Dictionary_in_Santhali_language
    • Useful websites for multilingual education in India and Asia, and globally:
    • http://www.nmrc-jnu.org/ nmrc_about_us.html
    • http://www.mle-india.net/
    • http://www.unescobkk.org/ index.php?id=222
    • http://www.mlenetwork.org/
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