In India, English is far more than a subject—it’s the language of access. It is the medium of instruction in higher education, a basic requirement for employment, and a critical tool for navigating a globalized world. Yet, only 10.2% of the Indian population speaks English, and just 0.02% are native speakers. This leaves more than 155 million children—many of them from underprivileged backgrounds—without the foundational skills they need to access future opportunities.
I experienced the depth of this challenge firsthand while volunteering at Gubbachi Learning Community, an NGO that educates out-of-school children in Bangalore. For an entire month, I taught 25 primary-aged students who were bright, curious, and eager to learn—but unable to express even basic thoughts in English. What struck me was that they didn’t lack ability—they simply lacked access. These children had never been given the right tools to build language skills that so many of us take for granted.
This frustration led to action. I created READ – Revamped English Acquisition and Development, a 100-page English workbook for Grades 1–5, built to be simple, engaging, and rooted in cultural and linguistic familiarity. It includes activities, grammar rules, sentence structure, comprehension, and even translations in Hindi and Kannada for early grades. Over time, it became more than just a workbook—it became a platform for equalizing opportunity. I created READ because no child should miss out because of language.
In practice, READ is a 100-page English workbook tailored for Grades 1–5, created specifically for underprivileged learners who often lack access to structured, contextual, and foundational English resources. The workbook features 67 activities, progressing from alphabet recognition and phonics to sentence formation, grammar rules, vocabulary building, and comprehension. Each activity is designed to build communication skills gradually, with clear instructions, culturally relevant examples, and translation support in Hindi and Kannada for the lower grades.
What makes READ different is that it's not a textbook—it’s a learning tool that can be used in schools, NGOs, libraries, and even at home. At the Indus International Community School (IICS) and Gubbachi Learning Community, students use the workbook weekly, supported by teacher guidance and peer-led workshops. Teachers incorporate workbook activities into their lessons and use it to track progress in comprehension, grammar usage, and sentence structure.
So far, over 2,620 students have used READ across schools, 2 NGOs, and 50+ rural libraries. Teachers have reported greater class participation and improved confidence in spoken English. With plans to print 2,500 more copies and expand digitally, READ is becoming a bridge for learners who need a structured, accessible way to acquire the most essential tool of the modern world—language.
READ – Revamped English Acquisition and Development – began as my IB MYP Year 5 Personal Project. Initially, I printed just 250 copies and distributed them within my school’s outreach arm, the Indus International Community School (IICS), located on campus. At the time, it was a small initiative aimed at impacting around 250 students from Grades 1–5. However, the positive response from teachers and students encouraged me to scale the project beyond my immediate community.
Since then, READ has grown into a much larger effort. I’ve now printed and distributed 1,100 copies, reaching over 2,620 students across Karnataka and Tamil Nadu. Through partnerships with the Department of Rural Development and Panchayat Raj, the workbook has been distributed to 50+ rural libraries across the Ramanagara and Kolar districts in Karnataka, as well as Hosur and Krishnagiri in Tamil Nadu. I’ve also taught with the workbook at Gubbachi Learning Community, and it is now being considered for use in Alibag, Maharashtra, in collaboration with a former IB school principal.
The project is also entering its next phase of growth: digitisation. I’m creating a website and using platforms like YouTube and Instagram to make the content more accessible. In 2025, this journey was recognised by the IB Global Youth Action Fund, which awarded READ $2,000 to support its expansion.
As I tested READ across different learning environments, I realized the importance of linguistic familiarity for students who were entirely new to English. Many primary learners in under-resourced schools and NGOs are first-generation English learners whose mother tongues are Hindi or Kannada. These students often understand letters and instructions better when supported by their native scripts. To make the workbook more accessible, I collaborated with teachers from Indus International Community School (IICS) and support staff at Gubbachi Learning Community NGO to proofread and refine the translated content that I had initially generated using online tools. These translations were included for Grades 1–3, where early learners benefit most from dual-language support.
By doing this, I was able to ensure that learners could navigate activities with more confidence, using their understanding of Kannada or Devanagari script as a scaffolding tool to build English literacy. This significantly helped in improving their engagement, comprehension, and learning outcomes. These changes also allowed teachers and volunteers to use the workbook more effectively during sessions, ensuring that no student felt left out due to language barriers. As the project grows, I plan to apply this model to other languages, making READ even more inclusive and adaptable.
At the moment, READ – Revamped English Acquisition and Development is not available for online download or purchase, as the focus so far has been on physical distribution to under-resourced communities in India. We’ve printed and distributed 1,100 physical copies of the workbook to schools, NGOs, and over 50 rural libraries across Karnataka and Tamil Nadu, working closely with local educators to deliver the resource directly to students who need it the most.
The workbook has already impacted over 2,620 students, and teachers have started incorporating it into their regular lessons, especially in environments where digital access is limited. However, we are now in the process of digitising the content to make it more widely accessible. In the coming months, I plan to launch a website and use platforms like Instagram and YouTube to share short explainer videos, printable resources, and interactive activities that bring the workbook to life for a global audience.
Additionally, with the support of the IB Global Youth Action Fund, we are preparing to expand to rural Maharashtra, bringing READ to even more learners. For now, anyone interested can follow our journey online soon—and reach out to collaborate as we scale this initiative digitally.
