Andhra Pradesh Quality English Language Teaching Initiative


This project aims to improve the quality of English language teaching and learning in 64 primary and secondary schools in six mandals in Vishakapatnam which constitute some of the most marginalised areas of the district and fall under the purview of the Integrated Tribal Development Agency (ITDA). This project will involve teachers who belong to tribal communities and teach tribal children. For many of them, this will be their first exposure to the type of input envisaged for this intervention. The project activities will foster inclusion through actions that improve the involvement of under-represented groups in our activities. The emphasis is on the potential of equality and diversity to help create more inclusive societies.

The main focus is to:

  • support teachers with developing their English language skills and confidence in using appropriate classroom language 
  • ensure teachers have adequate knowledge and skills to be able to address the needs of learners with regard to English language learning, to transact their lessons more effectively and to improve the quality of teaching and learning
  • provide teachers with a bank of British Council and other self-access resources for their own language development and to utilise in their schools and peer networks, ensuring they have the skills and confidence to facilitate effective knowledge sharing. These resources will support and stimulate teacher learning within a coherent framework of teacher Continuing Professional Development 
  • based on administrative arrangements and local needs, explore the possibility of applying a cascade model of teacher training for sustainability beyond the pilot phase by developing a cadre of Master Trainers in the region to ensure maximum reach of this innovative initiative across all mandals in the district.

Project outputs and outcomes for pilot phase

The pilot phase of this project will involve two primary activities – the scoping study and the teacher training. These activities will form the basis of learning that will inform the design and activities for the long term project, including engaging with other stakeholders involved in the wider initiative.

Scoping study:

To gain an understanding of the development needs of teachers and ascertain their beliefs and attitudes towards English language teaching and learning in primary and secondary classes. The study will explore teachers’ aspirations towards their continuing professional development, their perspectives on the current syllabi/curriculum policy on ELT and pedagogy. This will also explore information related to their experience of receiving pre-service and in-service teacher training. Data related to learner engagement in the classroom, their overall English language skills and access to learning resources will be gathered through classroom observations of teachers, teacher interviews and focus groups with learners. Interviews will also be held with Head Teachers and other key stakeholders to explore their perspectives.

Face-to-face course for teachers:

The British Council will directly train 128 teachers (two teachers per school, one each from primary and secondary classes, from a total of 64 schools). The training will be delivered in two phases of five days each, using a split-training model. The size of the batches will be kept small as the trainees will be receiving in-service training for the first time. 

Language development will feature as a key component of the course for both primary and secondary school teachers. The potential outcomes of the course include:

•the teachers can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. 

•the teachers can produce simple connected text on topics which are familiar or of personal interest, describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

The second focus of the course will be on improving teachers’ classroom methodology according to the twelve professional practices outlined in the British Council’s framework of continuing professional development. The course will include input related to developing the teachers’ skills and knowledge in using interactive and activity-based teaching methodologies enabling them to implement new techniques in their classrooms, managing collaborative learning in large classes, evaluating and assessing learners and creating a positive classroom environment and skill-based language teaching.

Supporting the continuing professional development of teachers:

The face-to-face training programme will be supported by a range of self-access learning solutions exploiting context appropriate audio, visual, print and mobile media. These will be decided based on the teachers’ needs and information regarding access to digital resources, drawn from the scoping study. Resources may  include:


By the end of the project, there will be a cohort of 128 primary and secondary teachers in six mandals who

•have gained more confidence in their own ability to communicate effectively in English, especially in the classroom 

•be able to teach English more effectively through a learner-centred and activity-based teaching methodology 

•be able to create and foster an English-friendly learning environment within their schools 

•be better able to reflect on their own performance and evaluate their own teaching

•have developed strategies to take responsibility for their own professional development