Language Acquisition Programs

Prof. Krishna Kumar’s incisive article “A Multilingual Classroom” is more than a commentary on CBSE’s recent circular. It is a clarion call to reimagine the very foundations of how we structure knowledge, power, and belonging in Indian classrooms. For far too long, English has functioned not simply as a medium of instruction but as a marker of cultural capital. It has shaped hierarchies of aspiration, legitimacy, and success. Kumar traces this back to our intellectual inheritance, where figures like Tagore, Gandhi, Vivekananda, and J.P. Naik emphasized the primacy of the child’s mother tongue in education. They understood that learning is not merely linguistic but deeply embodied, rooted in the child’s lived experience and cultural imagination. CBSE’s recent move to foreground the mother tongue in early primary education has the potential to be a turning point. This is not a minor administrative directive but a philosophical shift. If carried through with conviction, it could begin to undo the alienation that many children feel when schooled in a language that neither reflects their reality nor affirms their identity. What is needed now is a radical rethinking of the future. A truly multilingual classroom must be rooted in equity, empathy, and epistemic justice. It must allow children to think, dream, and express themselves in the languages that hold meaning for them. This means: - Curriculum must move beyond textbook translation and begin producing knowledge systems grounded in regional thought and expression. - Teacher training must empower educators to handle multilingual classrooms with pedagogical creativity, not see them as problems to be managed. - Assessment frameworks must respect linguistic diversity and stop punishing students for not conforming to monolingual norms. - Parental engagement must involve reframing aspirations around linguistic richness instead of monolithic English dominance. CBSE’s decision, Prof. Krishna Kumar argues, if implemented with care, sensitivity, and structural support, could move us closer to an education system that he calls systemic equity—not through uniformity but through honoring differences. #MultilingualEducation #CBSEReform #LanguagePolicy #IndianEducation #MotherTongueMatters #DecolonizeCurriculum #PedagogicalJustice #KrishnaKumar #EducationPolicy

#AiDays2025 Round Table : #Community Sourcing for low resource languages In an era where AI is fast shaping the contours of our digital future, VISWAM.AI initiative stands as a timely and transformational one. Their mission to build community-sourced Large Language Models (LLMs), grounded in India’s rich linguistic and cultural diversity, is not just pioneering—it’s redefining how inclusive and ethical AI should be built. By anchoring their work in community participation, linguistic preservation, and ethical co-creation, Viswam.ai offers a people-first approach to AI—moving beyond data extraction to cultural stewardship. Their ambition to mobilize 1 lakh community interns to collect data from underrepresented geographies across India is both bold and brilliant. This isn’t just about building better AI—it’s about building equity, agency, and cultural resilience through AI. 1. Linguistic Equity by Design In India, where linguistic hegemony often privileges English and Hindi, AI systems risk reinforcing this imbalance. The solution? Intentional design. Allocate equal engineering and validation efforts to low-resource languages. Ethical AI must be built on informed consent, community ownership, and fair compensation—because data is not just input, it’s identity and heritage. 2. Decentralized Internship Model By decentralizing AI development, we bridge the urban-rural digital divide. This model should focus on: Capacity building through training in ethics and digital literacy Inclusivity by involving women, Dalit and Adivasi youth Localized platforms using mobile-first tools in native languages Partnerships with Swecha, local NGOs, and institutions serve as trust bridges to ensure mentorship and sustainability. 3. Tools for Low-Resource Languages Many Indian languages are oral-first, with complex dialects and sparse corpora. Community-driven solutions—like collecting voice datasets from folklore, and crowdsourcing annotation—are key. Elders, poets, and storytellers become linguistic technologists, preserving not just language but legacy. 4. Trust & Transparency Bias in AI is structural. To mitigate it: Include diverse dialects and accents in training Conduct bias testing and community validation Promote explainable AI with local language dashboards and storytelling What’s Next? A living white paper on ethics, governance, and technical guidelines A roadmap for the internship program, with toolkits and impact metrics Collaboration with literary and linguistic organizations to enrich model depth VISWAM.AI is planting seeds for an AI movement rooted in language justice, data sovereignty, and community wisdom. Let’s co-create systems that don’t just understand our languages—but respect our voices. DC* Chaitanya Chokkareddy Kiran Chandra Ramesh Loganathan Centific

I’m sticking to my guns. One ESL trend is backwards. The foundation of ALL LANGUAGE PRODUCTION is drilling— Not rolling out endless communicative activities. (Communication is the end goal, not the method!) Debunking the Myths 👶Drilling is just for kids. 🪨Drilling is old-fashioned. 😴Drilling is boring. 📘Drilling is purely rote. Those are all mislabels. If drilling feels dull, outdated, juvenile, or rote, it’s because you're doing it wrong. Why does drilling matter? Language starts with the brain doing 100% of the work processing meaning and 0% muscular action, but through repetition language becomes 95% muscle memory and only 5% active brain use. That's what we call fluency. That’s identical to sports: no coach would skip shooting or footwork drills and expect a player to perform like a star on game day. Likewise, you can’t expect a student to deliver a polished presentation if they haven’t automated correct sentence patterns. Don’t Put the Cart Before the Horse Think of communication as a fancy cart. It only moves when the non-attractive, hard-working horse—drilling—takes consistent, accurate steps. The teacher is the driver, guiding and motivating each drill to pull that cart forward. Drilling Beyond Flashcards Drills aren’t confined to mindless flashcards. You can craft drills that demand active thinking and real communication: - Structure drills - Grammar drills - Dialogue drills - Role-play drills Each repetition builds the muscle memory and brain synapses that underpin fluent, accurate speech. ⚠️Advanced Students Sometimes Need It Most Experienced adults carry “fossilized” errors. The deeper the learner, the more essential the drill. They also have a terribly frustrating habit of avoiding using the new lexis you teach them because they can communicate it another simpler way. Doesn't it annoy you, too? Here's a question to ask yourself with every new thing you teach: “How can I drill this skill?” In a few months of experimenting, you’ll uncover inventive, engaging drills—and your students will reap the benefits. Of course, after effective drilling has solidified the brain and muscle memory, more advanced skills need to be taught. There is still room for advanced and complicated skills (like conversation practice), but the foundation of success in such activities is drilling. (But even skills like "interrupting in a polite way" take drilling to master!) Don't skip the foundation. Take your time to establish your students before you go to the next level. Is there a language skill (or any skill for that matter) that isn't mastered through repetition? #TESOL #TEFL #CELTA #LanguageDrilling

It’s never too late to learn a language — your brain will thank you 🧠🌍 A new analysis of 86K+ adults across 27 countries finds that people who speak more than one language are less likely to show signs of accelerated aging — and the effect strengthens as you add languages. Here’s what stood out to me: - Monolinguals had ~2× higher odds of accelerated aging - Speaking even one additional language helps, and two or more is even better - The protective effect holds up across different social and environmental contexts 🔎 What we already knew: Decades of research point to the cognitive upsides of bilingualism/multilingualism. Managing two or more languages recruits executive control and memory systems, language learning is linked to measurable brain plasticity (changes in structure and connectivity), and in several cohorts bilinguals have shown later clinical onset of dementia — a pattern consistent with cognitive reserve. Findings aren’t uniform across every study, but the mechanisms are compelling, and this new paper adds population‑scale evidence for healthier aging. 🧩 My advice if you’re starting later in life: 1. Start today, start small. Daily minutes beat weekend marathons 2. Mix your inputs. Listen, speak, read, write — keep your brain active across modes 3. Aim for real use. Watch a movie or listen to music in your new language. Use it when traveling or in communities near you. Or just talk to yourself or your pets! 4. Keep going. Consistency > perfection. Your future self will be grateful. 💚 #HealthyAging #CognitiveReserve #Bilingualism #LearningScience #EdTech #Duolingo https://lnkd.in/eYPGA-Cx

I’ve been reflecting on the proposed FY27 federal budget and what it signals for language education. This recent analysis from the Language Policy Institute outlines a continued reduction in support for language education priorities at the federal level. At a high level, it reflects a pattern of reduced investment in programs that support multilingual learners, bilingual education, and educator pipelines. This is not just about budget lines. It is about system capacity. Denver Public Schools, like many districts across the country is serving growing numbers of multilingual and newcomer students. At the same time, the supports that have historically helped us meet those needs are being reduced or consolidated in ways that weaken their impact. We have all heard it before, “that is what we have always done.” That approach does not hold when student needs are changing as quickly as they are now. I have had the opportunity to visit schools in Singapore, Finland, Shanghai, Switzerland, and South Korea, systems that consistently perform at high levels, battling for OECD - OCDE's Programme for International Student Assessment (PISA) top spots. One consistent takeaway is a clear and intentional focus on language and cultural competence. In each of these places, students spoke with me in English, while also being fully proficient in their native language and often learning a third. That did not happen by chance. It reflects deliberate design and sustained investment. Re: PISA, we sit comfortably in the middle of the pack. Why? Several reasons but I can say one is that we have not approached language in the same way. There is not a single solution to improving outcomes at scale, but language is a significant lever we have not fully developed. We know bilingualism supports academic growth and long-term opportunity. We also know that when federal support decreases, the responsibility shifts to local systems already managing competing priorities. So the question becomes practical. How do we continue to build systems that meet the needs of multilingual learners, even as resources become less targeted? That is where the real work is. And we know that when federal support recedes, the burden shifts to local systems already navigating complex fiscal realities. So the question for all of us in education leadership is this: Will we absorb these changes quietly, or will we advocate for what our students actually need to thrive? Because this moment is not just about budgets. It’s about whether we are willing to align our resources with our values. https://lnkd.in/gUVNh2kV

Language is more than communication. It is identity, culture, and heritage. India has over 700 tribal communities, speaking 461 languages and 71 distinct mother tongues. Among these, 82 are vulnerable and 42 are critically endangered. IIIT Hyderabad has taken a pioneering step with the Adi Vaani project, India’s first AI-powered translator for tribal languages. The beta version supports Santali, Mundari, Bhili, and Gondi. Native speakers helped refine the translations to ensure cultural authenticity. The project includes text-to-speech tools and translation systems between English, Hindi, and these tribal languages. It is designed to make educational, healthcare, and government resources accessible in low-resource languages. What excites me is how AI can go beyond enterprise or tech use cases. Here, it is preserving culture, enabling inclusion, and creating real impact at the grassroots level. . . . #AIforGood #DigitalInclusion #CulturalPreservation #TribalLanguages #AI #EdTech #Innovation #SocialImpact

When a university closes a language department, it sends a clear message that understanding other cultures isn’t a priority. That seeing the world from someone else’s perspective doesn’t matter. That speaking only one language is enough in a world that’s anything but monolingual. But the reality is that language education is not a luxury reserved for a select few. It’s one of the most practical, forward-thinking investments an institution can make. Students who study languages don’t just learn how to communicate - they learn how to notice. They pick up on nuance. They become attuned to different ways of thinking, problem-solving, negotiating and building relationships. In today’s workplaces - whether in business, diplomacy, science, health or the arts, that kind of cultural awareness is a serious advantage. And yet, year after year, we watch language departments shrink or disappear entirely. The justification is usually financial. But the cost of losing these programs goes far beyond budgets and spreadsheets. When you cut a language department, you limit what students are exposed to. You narrow their world. You make it harder for them to connect with the communities they’ll serve. You reduce their ability to collaborate internationally, to operate with empathy, to work in multilingual teams, or to genuinely understand the forces shaping global events. You also send a message to students from multilingual or heritage backgrounds that their languages - and by extension, their identities and cultures - are not worth valuing or studying. The impact goes further than that. Fewer students studying languages means fewer future teachers, fewer translators, fewer culturally competent professionals in multiple sectors. It’s a slow erosion of connection and understanding at a time when we need both more than ever. We say we want graduates who are adaptable, open-minded and globally aware. But if we don’t support the programs that help build those qualities, those are just words. Keeping language departments open isn’t about convention - it’s about relevance. It’s about equipping people to live and work in a world that is interconnected, multilingual and diverse. Let’s stop treating languages like an optional extra. They’re a core part of the future we all need to invest in and benefit from, and they elevate every field of human interaction.

My Lesson Structure for Adult Learners When adults decide to learn English, they rarely come just for grammar. They come for confidence, for the ability to speak, for the chance to transform their lives. After more than 13 years of teaching, I’ve learned this: adults don’t need a chaotic mix of exercises. They need a calm, predictable system — something that gives them clarity, stability, and a sense of control over their progress. What My Lessons Look Like: Structure with Clarity, Depth, and Meaning 1. Warm-up — 3–5 mins It’s the moment when a student gently “switches” from their busy workday into the world of English. We start with a simple question, a short situation, or a brief dialogue to ease into the lesson. The tone matters: warm, supportive. Many of my students say these first minutes are their favorite — a moment where someone listens to them instead of evaluating them. 2. Goal-Setting — 1 min Every lesson begins with a clear, spoken goal: “Today we’ll learn how to confidently describe graphs.” “Today we’ll practice Past Perfect in real communication.” Adults love tangible outcomes — and this gives them that feeling from minute one. 3. Context & Clarification — 10 mins I always start with context. Not “theory for the sake of theory,” but why this matters for this specific student: “If you lead meetings, this sentence structure will support you.” “If you’re preparing to relocate, these are the natural phrases people really use.” Then I give a short, clear explanation, without overload, without unnecessary complexity. 4. Practice (controlled → guided → freer) This is my favorite stage. Adults open up when they realize: I can do this. I design tasks that build step by step: accuracy flexibility confident, natural speech Each task is carefully placed within the learner’s comfort zone — but just a little above their current level. I choose this balance individually. 5. Communicative Task — 10–15 mins Here students transfer new grammar and vocabulary into real-life scenarios: travel situations small talk presentations debates storytelling. Adults love the feeling of “I can use this in my life right now.” Every time I see that spark of confidence in their eyes, I’m reminded why I love this profession. 6. Personal Error Log — my signature tool This is not just a list of mistakes — it is the student’s growth map. After each lesson, I: carefully record errors explain them in a clear way use real examples from the student’s speech show how to fix them assign a tiny, targeted homework task Students say this tool makes learning transparent: they finally see where they are growing, how they are growing, and why. Why This Structure Works Because it: ✔ reduces anxiety ✔ creates predictability ✔ gives tangible results ✔ respects the time of a learner ✔ builds trust and a long-term learning relationship And most importantly — it helps students find their voice, stop fearing mistakes, and feel like confident users of the language.

🌍 Ways to Support Multilingual Learners in the Classroom Supporting multilingual learners means creating learning spaces where every child feels confident, understood, and encouraged to participate. When we intentionally design our teaching strategies, we give students the opportunity to be seen, heard, and valued in the classroom. Here are some effective ways to support multilingual learners: 📚 1. Mentor Texts Use simple, engaging texts as examples to help students understand how language and writing work. Seeing models helps multilingual learners learn sentence structure, vocabulary, and storytelling. ✏️ 2. Using the Structure of Writing Workshop A clear and predictable structure helps students feel secure. Mini-lessons, guided practice, and independent writing time allow multilingual learners to learn step by step. 🗣️ 3. Consistent Teaching Language Using consistent instructions and classroom phrases helps students recognize patterns in language and understand expectations more easily. 👀 4. Visuals and Gestures Pictures, demonstrations, body language, and gestures support understanding even when language skills are still developing. 💬 5. Language Prompts Providing sentence starters or prompts helps students participate in discussions and express their ideas with more confidence. 👫 6. Supportive Partnerships Pairing students with supportive peers encourages communication, collaboration, and social language development. 📝 7. Shared Writing Writing together as a class allows students to see how ideas are organized and expressed in written form. 📖 8. Vocabulary Building Explicitly teaching key vocabulary and revisiting words often helps multilingual learners build strong language foundations. When educators intentionally support multilingual learners, we create inclusive classrooms where language diversity becomes a strength and every child has the opportunity to succeed. 🌱 #MultilingualLearners #InclusiveEducation #EarlyChildhoodEducation #LanguageDevelopment #TeachingStrategies

Many English Language educators assume that: A rich linguistic environment + quality teaching = automatic competence. But in reality, there are powerful psychological variables that can either facilitate or completely block language acquisition. Based on Stephen Krashen’s (1986) work, we know that if a student is anxious, unmotivated or lacking confidence, the brain literally blocks new language from reaching long-term retention. The carousel below explores those psychological variables that either facilitate or hinder language acquisition. I discuss: 👉How anxiety and stress act as a physical barrier to Language Acquisition. 👉Practical ways to use Think-Pair-Share and Immersive Case Studies to anchor language in reality. As educators, we are more than just providers of input. We are the emotional architects of our classrooms. Our goal is to make input comprehensible in a low-anxiety situation where the focus is on communication, not just accuracy. How do you create a "Risk-Safe" environment in your classroom? Let’s share strategies in the comments! 👇 #SimplyPedagogy #LanguageAcquisition #AffectiveFilter #ELT #TeachingStrategies #Linguistics #ESLTeachers #ProfessionalDevelopment