classrooms, thus they are a novel way for students to learn. Also given
the 30 minute lesson format, we needed a quick way to grab student
attention and teach them the phonic sounds. Videos proved very useful
in doing so as they were not only exciting but could be replayed during
the same lesson, or even later in the year during a different lesson to help
students make connections. Our monitoring team would sometimes
report back anecdotes of students singing the songs from our videos
Lesson 2: Be Bilingual
Most MCGM teachers, especially in regional language schools teach
English in their own mother tongue. There may be several reasons for this
including students’ low proficiency levels and the teachers’ own
discomfort with the language.
Practically speaking, we found it very useful to be bilingual in our lessons.
Indeed, there is research out there on the role of one’s mother tongue in
learning English (Bhoi, 2014; Kavaliauskienė, 2009).
Most of the written work, including our presentations and videos were in
English. However, our expert teachers were all bilingual and would
ensure that instructions and explanations (e.g., meanings of new words)
Figure 10: Feedback on VC Lesson Design for ERP