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GLEN World: Frequently Asked Questions

GLEN World: Frequently Asked Questions


1. What are the concepts or competencies addressed addressed by GLEN World's content?

Our digital content focuses on building vocabulary knowledge (meaning of words), phonological awareness (recognition of sounds), and orthographic awareness (recognition of spelling) through games and stories that make heavy use of audiovisual cues. The goals are to provide a first exposure similar to what a child would have in an English-speaking environment, without requiring aid from any other language. Key competencies are as follows:

--Repeated exposure to the sounds of English words

--Basic vocabulary building using audiovisual cues, focusing on objects (nouns) and actions (verbs)

--Immersion in English content via illustrated audiobooks and animation (complete understanding is not expected or required)

--Initial attempts at putting together nouns, verbs and adjectives to describe scenes

--Initial exposure to the association between sounds and letters (standard alphabet learning is postponed, because English is not a phonetic language)

2. Who is GLEN World's content intended for? What are the prerequisites (e.g. able to read at least one other language with a 2000 word vocabulary)?

Our content is intended for children from age 4 onwards. Prior exposure to other languages is not required. We expect children to play around with the content, and to acquire core competencies implicitly, by a lot of trial and error, rather than through explicit instruction. Working in multi-age groups would be ideal so as to facilitate mutual support and collaborative learning. While explicit instruction is not required, encouragement from adult facilitators in persisting with playing around would be helpful.

3. What content must be covered, and in what sequence? For how long?

Suggested sequence for a week-long and month-long intervention are included in this ppt.

OBJECTIVES: At the end of the course what would the child be able to do (e.g. speak 50 new English words and use them in the right context in sentences)? What endline test would establish that the objectives have been achieved?

A first objective is for the child to master 50 common nouns (e.g., boy, girl, dog, cat,…). A second objective is for the child to describe common actions (e.g., walk, run). A third objective is for the child to describe simple scenes in non-grammatical English: for example, "boy walk", "red ball." We do expect that the children are implicitly acquiring orthographic awareness, but do not recommend tests for these in the first pass.

Ultimately, the game components will be repackaged into a separate set of endline tests (e.g., matching images to text with audio cues), but that has not yet been done. For now, an informal means of testing the first two objectives is to observe the child playing a game such as GLEN Match, where a number of sound/image match games appear. Similarly, observing the child playing "Describe It!" provides an informal test for the third objective.

4. What is the role of a facilitator in this?

The main role of the facilitator is to be a cheerleader. That is, the facilitator should provide encouragement, and try to ensure the children persist even if the material is initially difficult. They should resist helping the children directly, but encourage children to work in groups. They would also guide the children to make sure they select all the content components required to make progress, rather than only spending time on their favorite content.

5. What content is best used alone, and what content is most effective when used in groups?

Group use (3-4 children per group) is recommended for all of the content.

Please use content from this ppt.


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