" One Child, One Teacher, One Pen and One Book can change the world."
Malala Yousafzai
Activist for Female Education

OUR APPROACH

90 minutes of a fun filled session before class

Roshni Volunteers assist migrant students in acquiring proficiency in Malayalam, English and Hindi using the strategy of code-switching through special packages


There were speakers, story tellers, painters, singers and craft makers whose talents
were not tapped completely till ROSHNI was introduced. The students
were successful in bringing out a manuscript magazine as a part of the
project. The parents are happy to see the changes in their wards’ studies
and their enthusiasm to go to school every morning.

Learn new language with code-switching

Code-switching is a scientifically proven method for handling more than one language in which a speaker alternates between two or more languages in the context of a single conversation.

Narrative as a pedagogical tool

Roshni, at the core of the intervention, effectively uses narratives, creative drawings, singing, dancing and creative drama in the classroom.

Health + learning

The extra morning classes begin with nutritious breakfast that is not available for most children in their poor household. Parents report students have gained weight and are healthier and happier after they have started attending Roshni classes.

Our story

Code Switching​

Code-switching is the main pedagogical tool used in ROSHNI. Code-switching occurs when a speaker alternates between two or more languages, or language varieties, in the context of a single conversation. This strategy principled with whole language and experiential approaches, where their mother tongue and the targeted language (Malayalam/ English/ Hindi) are mixed in a particular way was thought as the way out. It has been proved that code-switching can scientifically take care of more than one language. 

The teacher interacts with the students and gets them to produce sentences on their own either in Malayalam or in their mother tongue, whichever they were comfortable with. The teacher megaphones and then codes it into Malayalam. Then she writes sentences on the board by uttering it syllabically. The child reads it graphically. The class progresses with the same process and it helps the learners to develop a phonemic consciousness and to understand the graphical representation of each phoneme. And this graphic reading is crucial for making a connection between the sound and the orthographic representation of it