Introduction
In collaboration with the Directorate of Education, UT Administration of Dadra & Nagar Haveli and Daman & Diu, the Centre for Learning Resources (CLR) has successfully implemented the Strengthening School Ecosystem for Teaching English as a Second Language (ESL) program over the past two years. This initiative has introduced transformative interventions, equipping both teachers and students with essential English language skills.
The program comprises three core interventions: Enhance Your English (EYE) – A structured course designed to enhance teachers’ English proficiency and teaching skills; We Learn English (WLE) – A digital bridge course aimed at improving students’ listening, speaking, reading, and writing skills; and Resourceful Classrooms – Promoting an ESL-friendly learning environment through graded children’s literature and the DEAR (Drop Everything and Read) initiative. From its pilot phase in early 2023 to full-scale implementation in 2024, the program has expanded significantly, covering 350 schools and positively impacting 50,759 students across the Union Territory.
Enhance Your English (EYE): Elevating Teacher Proficiency
The Enhance Your English (EYE) program was developed to build confidence among teachers in using English effectively in classrooms. Initially launched in March 2023, EYE Level 1 focused on strengthening teachers’ foundational language skills through structured training, assessments, and peer-learning communities.
In March 2023, 70 Master Trainers (MTs) were selected from 167 candidates. By July 2023, the program was officially launched, and a series of structured in-person training sessions began. Over the course of the program, 80 hours of training were completed, covering ten core modules. Teachers underwent baseline and endline assessments to track their progress.The program significantly improved teachers’ language competencies, with a 21% increase in speaking skills and a 29% improvement in reading abilities.
Following the success of Level 1, EYE Level 2 was launched in September 2024. This advanced module introduced ten real-world themes such as technology, finance, and mental health to help teachers integrate practical English learning into their teaching methods. With an additional 72 hours of training, Master trainers were trained. Pre-post assessment data showed significant Net Learning Gains (NLG) across all modules, reinforcing the effectiveness of the program.
We Learn English (WLE): Transforming Student Learning
The We Learn English (WLE) program was initially piloted in 61 schools in 2023 before scaling up to 350 schools in 2024. This digital bridge course, featuring 100 lessons, aims to make English learning accessible and engaging for students. The results of the assessment of the pilot are as follows. The analysis of student performance showed that students displayed higher competency in reading and writing skills compared to listening and speaking. Endline assessments conducted across 314 students demonstrated notable improvements in English proficiency.
To facilitate the program in 2024, pen drives with bilingual digital lessons were distributed to all schools. Refresher training sessions were conducted to enhance the effectiveness of the Master Trainers in cascading the training. Smart classroom technology was introduced, helping ensure lesson delivery was engaging and interactive. Additionally, a WLE chatbot (SWIFTCHAT) was developed to track real-time lesson progress, providing a systematic way to monitor implementation across all schools. A total of 95 school visits were conducted to oversee the program, revealing strong student participation and teacher engagement. Additionally, teachers successfully completed 70- 80 WLE lessons across all grades, showcasing consistency in implementation. The WLE expansion across the UT has established a strong foundation for English learning, with structured monitoring ensuring sustained engagement and effectiveness.
Resourceful Classrooms: Promoting an ESL-Friendly Environment
Recognizing the importance of independent reading, the Resourceful Classrooms initiative focused on integrating CLR’s graded children’s literature into schools. This intervention was further strengthened by the Drop Everything and Read (DEAR) program.
To ensure effective implementation, CLR’s children’s literature was distributed across all 350 schools, and Master Trainers trained 900 teachers on how to use the reading materials effectively. The DEAR program institutionalized structured reading sessions, allocating dedicated time for students to engage with English literature.
Teachers were initially hesitant to integrate reading activities due to syllabus constraints but gradually embraced the DEAR model. Students actively participated in reading sessions, often using dictionaries and peer discussions to enhance comprehension. The Resourceful Classrooms initiative continues to promote a reading-friendly atmosphere in schools, supporting long-term English proficiency development.
Conclusion
The Strengthening School Ecosystem for Teaching ESL program has emerged as a transformative model for improving English education in regional schools. The combined efforts of government agencies, teachers, and CLR have resulted in measurable improvements in teacher proficiency, student engagement, and classroom resources. The expansion of EYE, WLE, and Resourceful Classrooms has created a robust ecosystem for ESL learning, positively impacting thousands of students and educators in Dadra & Nagar Haveli and Daman & Diu. With ongoing support, innovative adaptations, and dedicated stakeholder involvement, this initiative is poised to create lasting change in ESL education across the Union Territory.