ENGLISH LEARNING PLATFORM

Our vision is to leverage technology to provide access to free educational support to every child around the globe. We have constructed an on-line portal where students across the globe can access variety of free eLearning materials powered by machine learning set of technologies. We know that knowledge and education are the basics of economic opportunity.

Giving children access to basic education from a young age is critical for the success of any country. We believe the biggest impact can be made by augmenting school activities with powerful e-Learning technologies.  Our platform was developed to target ESL students in both US and global community.

This year we will focus both externally by reaching learners and schools across the globe and locally by working within our community here in Washington State.

Some ELS teaching methods are proven to be more effective than others for second language acquisition.  Hedge (2000) found that conversational rules like openings and closings and learning how to pass from one conversational situation to another are imperative to language competency. It was found that story-telling, role-playing in pairs, and information gap exercises were most effective at allowing ESL students to grasp new language concepts. Distance Teaching and Mobile Learning (DTML) provides opportunities for each of these methods to be used to improve English skills for the most disadvantaged youth.

Global focus:

In 2018, more the 611,000 learners played educational games on DTML platform.

There were 221 registered schools in 2018, but only few schools actively used platform. In 2019, we plan to increase our collaboration with schools and focus on expanding our impact both in terms of registered users and per school embedded activities. In order to achieve that goal, we will continue to invest into both teacher interface, machine learning and analytics module as well as in developing new games. We also will continue to explore ways in increase our monthly users base by targeting different form factors.

Problem Statement:English is a top language in global information production and a key enabler for kids around the worlds and locally in the US to achieve more by being able to have access to more learning resources and have an open door to collaborate, engage and learn from others.

Project Goals:

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    Promote English learning and communities in developing countries

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    Help individuals to improve all aspects of English abilities (speaking, writing, comprehension)

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    Help schools to establish ESL learning classes by giving teacher powerful ESL teaching tools

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    Increase DTML reach by expanding the presence and usage of our platform

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    Create state of the art technology for ESL and remote learning

Maria Cano Project

Access to quality education is a serious social problem for many families in South America. English Language Learning is considered a necessity to be competitive in the job market and is often inaccessible to Colombia’s poorest families. According to its 2010 census, 43% of Colombia’s population was under the age of 24. The United Nations reports that by 2020 the country’s largest age group will be 10-14. The country is invaluable to further global development due to its resources. Colombia realizes its need to prepare a workforce qualified to keep up with its steady economic growth.

In response to its need to develop human capital, and keeping globalization in mind, Colombia, in 2004 launched the Foreign Languages Competencies Development Programme (FLCPD). To measure competency, FLCPD used the Cambridge English Language Assessment. This assessment places language speakers into one of six categories, ranging from a low of A1, to full mastery at C2.  FLCPD made English a mandatory part of Colombia’s educational curriculum. Among the program’s goals, students leaving middle school were expected, by 2019 to speak the language at “B1” or ‘low-intermediate’ level and elementary and middle school teachers should have reached at least “C1” or “low-mastery’ level. To date, the program is not on schedule to meet its goals. In 2013, only 14% of English teachers had reached A1 competency. SABER PRO test scores for 2012 revealed 32% of college entrants had not yet reached A1, another 36% were stagnant at A1, and only 1% of college students could be considered bilingual.

Barriers to Colombian schools’ success are large class sizes, lack of a universal curriculum and testing system, and of course, access for the poorest families. Private schools generally have smaller class sizes, better teachers, and standards and repeatedly show better English language acquisition, as evidenced by scores on the commonly used SABER exam. Public education facilities make up 85% of Colombian elementary schools and 60% of middle schools. In 2011, 72% of Colombian colleges were privately funded, and their exorbitant costs make it extremely hard to access higher education. The amount earned by a Colombian making minimum wage is nearly equal to the average monthly tuition of a private school.

English fluency is necessary to be competitive in the global market. Without adequate English language competency, Colombians have little to look forward to career-wise. Sixty-eight percent of Colombian employers consider English competency in their hiring process and colleges have English language proficiency requirements at both entry and exit. The poorest Colombian families cannot even consider entrance due to cost and lack of availability of public programs. Even for those who can access higher education or private English classes, learning often begins too late. Research has shown that language learning occurs best from a young age. It is therefore better to begin English language acquisition in elementary school. DTML is prepared to help to remediate the barriers to equitable access to English language learning for disadvantaged families.

Bitnami