Case Study

Introduction

The GNG Panjabi school, based at the Guru Nanak Gurdwara in Wednesfield in Wolverhampton, has existed to support the local Panjabi-speaking community for some 20 years. Funded by the community via the Gurdwara, the classes provide language instruction in a welcoming environment which reflects the Sikh cultural and religious background of the community they serve. Its volunteer Headteacher, Mr Amrik Singh Barring, oversees the functioning of the school, liaising with the Gurdwara Committee, teachers, parents and learners to ensure all stakeholders are involved and in agreement with developments.

Since a refocus in 2002 on accrediting learners' language skills, the school has grown quickly in size from 15 students to 125 students. Classes at 5 levels are provided, with students entered for an examination when they are considered ready; approximately 5 students are being entered for GCSE exams each year, with a similar number taking AS and/or A Level. The success rate to date is 100% A*-C (A-C at AS/A Level). The school is currently trialing Asset Languages qualifications, which could motivate learners working at the lower levels by offering nationally recognised accreditation for what they can do in Panjabi. Since 2006 a further initiative to welcome children as young as 4 years old into the classes has proved a success.

The classes

Classes are held on Wednesday evenings (6.00pm - 7.30pm) and Sunday mornings (10.30am - 12.00pm), in the classrooms in the newly built and carefully tended Gurdwara building. There are classes at 5 levels, organised broadly by Panjabi language ability. Classroom facilities, resources, teachers and refreshments are all provided by the Gurdwara through a modest funding allocation. The classes are open to children who attend other gurdwaras in the locality. One on one teaching is provided to learners when they first join in order to welcome them and make them feel comfortable.

The aim of the classes for the youngest learners, often aged between 4 and 5 and with the lowest language levels, is to introduce them to the life of the Gurdwara and to instill an interest in Panjabi language and culture. They listen to traditional and religious stories in Panjabi, with English intervention where needed, and visit the prayer room. They learn about life in the Panjab and socialise with other children, enjoying hot snacks together at the end of the session.

The Level 2 class would usually consist of learners of primary school age, who start to learn the alphabet and recognise letters used in the words of the stories they are told. As learners graduate to the next level class, they learn how to combine letters and focus on using grammar and structures more accurately. The Level 4 class is preparation for GCSE, so learners work with longer texts, developing their reading and writing skills. There is also much focus on pronunciation, learning to differentiate English and Panjabi sounds. The top class is for those studying for an AS or A Level qualification.

Occasionally there is a situation where, for example, a learner's language skills are appropriate for the Level 1 class, but he/she is 14 years of age; perhaps because the child comes from a third or fourth generation family which does not use Panjabi at home. In this circumstance, the learner does participate in the Level 1 class but is supported with extra tutoring so he/she can move into a more age-appropriate class as quickly as possible. The Headteacher also keeps in fairly regular contact with parents, advising them on how they might maximise language learning opportunities in everyday life in the home.

Resources for teaching and learning

The Headteacher found that materials suitable for self-study, with English and/or phonetic transliteration, at times encouraged learners to be a little lazy in lessons, so he was pleased to discover a suitable Panjabi-medium textbook while visiting India. This textbook includes reference to the religious context of the Panjabi language and is now used with learners from Levels 1-4; learners purchase the books to take home at the modest cost of £1.00 each. Mr Barring has also recently purchased a number of software titles in India, such as 'Let's learn Panjabi' and 'Panjabi Guru', which the school will be trialing over the coming months. A classroom housing 12 computers installed with Panjabi fonts is available for classes' use in the Gurdwara. Resources such as films on DVD are also used with learners, although permission is sought from stakeholders to ensure appropriate choices are made.

Support for teachers

There are 5 teachers who work largely as volunteers, paid only a modest contribution for the time they devote to the lessons and their learners. 1 teacher works on an entirely voluntary basis. Whilst 1 teacher does have Qualified Teacher Status (primary), teachers at the school have generally developed their skills through practical experience and sharing of expertise. They are also lucky to work near to the Jennie Centre in Wednesfield, which makes its free training sessions available to teachers from outside Wolverhampton City Council's Community Languages Project. Training is held twice a year and the Centre is also the venue for the annual 'Active teaching and learning' event, held by Comenius West Midlands in collaboration with Wolverhampton City Council and CILT, the National Centre for Languages, and the Council's AS/A Level day for teachers and students. GNG school teachers can also borrow resources, access the education library, obtain exam papers and receive advice and moral support as appropriate at the Jennie Centre; speaking examiners can also be provided.

I was very impressed by the warm welcome I received on my visit to the Gurdwara. The Head Teacher has an obvious passion for his language and culture and the desire to share this with others. He is committed to enabling learners to be the best they can be: 'I wanted to do something for my community but also to create an enjoyable and productive environment in which children can learn more about the Panjabi language and culture,' Mr Barring says of the motivation for his work with the school. Extra-curricular activities are held on a regular basis and funded by the Gurdwara, such as day trip excursions and fun classes during school holidays. Mr Barring hopes to extend these opportunities and, if funding permits, would like the school to host more community events where students receive trophies and certificates to celebrate their learning and achievement. He also hopes to purchase a set of laptops to support AS/A Level students in their studies at home. For now he is busy exploring the potential of Asset Languages qualifications and the software the school has acquired, all aimed at supporting and motivating learners to develop their Panjabi language skills as far as possible.

About the School