UNDERSTANDING THE WORLD OF R1 AND R2 AND BRIDGING THE GAP BETWEEN L1 AND L2

 

In the context of the Foundational Stage (ages 3–8) under NEP 2020, the terms R1 and R2 refer to the first two years of formal schooling within the 5-year foundational framework (3 years of preschool + 2 years of Grade 1 & 2).

 Full Forms of R1 and R2

Term	Full Form	Equivalent Class Level
R1	Reception 1 (or Readiness 1)	Grade 1 (Age 6+)
R2	Reception 2 (or Readiness 2)	Grade 2 (Age 7+)

These are not official acronyms with a fixed expansion from NCERT or NEP documents but are commonly used in foundational stage planning materials to refer to Grade 1 (R1) and Grade 2 (R2) as the “readiness” years.

 Why Use R1 and R2?

• Helps differentiate the preparatory primary years from preschool.
• Emphasizes readiness for formal learning (language, numeracy, and life skills).
• Aligns with NEP's vision of a continuum from play-based preschool to structured schooling.

In the Foundational Stage (ages 3–8) under NEP 2020, L1 and L2 refer to Language 1 and Language 2, forming part of the multilingual language learning approach envisioned by the policy. The use of L1 (Language 1 – Mother Tongue/Home Language) and L2 (Language 2 – Second Language, often English or Hindi) in the Foundational Stage (ages 3–8) is critical for a child's early education. NEP 2020 strongly advocates a multilingual approach that begins with L1 and introduces L2 gently.

 What are L1 and L2 in the Foundational Stage?

Term	Meaning	Explanation
L1	Language 1 (Primary language of instruction)	Usually the mother tongue, home language, or regional language of the child.
L2	Language 2 (Second language introduced gradually)	Usually English, or sometimes Hindi or another regional language. Introduced orally through stories, rhymes, and songs.

Importance of L1 (Mother Tongue/Home Language) in Early Education

 1. Cognitive Development

·        Children think and understand better in their first language.

·        Concepts are grasped faster and more deeply when taught in a familiar language.

 2. Emotional Security & Confidence

·        L1 provides a sense of belonging and comfort.

·        Children feel more confident, safe, and engaged when learning begins in a language they speak at home.

 3. Foundation for Literacy

·        Early reading and writing in L1 creates a strong literacy base, which can later be transferred to other languages.

4. Cultural Identity

·        Learning in L1 helps children stay connected to their culture, values, and traditions.

 Importance of L2 (Second Language – e.g., English) in Foundational Stage

 1. Early Exposure Builds Fluency

·        Introducing L2 (orally) through songs, rhymes, stories, and play helps children get used to new sounds and words naturally.

 2. Preparation for Future Learning

·        Since English or Hindi is often the medium of instruction in later grades, L2 exposure ensures a smooth transition.

3. Enhances Cognitive Flexibility

·        Bilingual/multilingual children often show better problem-solving skills, mental flexibility, and creativity.

 4. Encourages Communication Across Communities

·        Knowing more than one language allows children to interact beyond their local environment, promoting unity in diversity.

NEP 2020 Language Policy Highlights

• Children learn best in their home language.
• Multilingual exposure should begin early and naturally through play and interaction.
• Formal teaching of L2 is not forced in early years—it’s oral, playful, and story-based.

NEP 2020’s View on Language Use

·        “Wherever possible, the medium of instruction until at least Grade 5, but preferably till Grade 8, will be the home language/mother tongue/local language/regional language.”

·        L2 is not taught formally in R1/R2 but introduced through joyful methods like:

o   Storytelling

o   Rhymes

o   Games and play

o   Visuals and actions

 Goals of L1 and L2 in the Foundational Stage

Language	Goal
L1	Build strong foundation in communication, comprehension, early literacy.
L2	Gentle exposure; develop listening and speaking through natural, playful activities.

 

Language Use by Grade Level (Suggested Progression)

Grade	L1 (Mother tongue/regional)	L2 (Second language – usually English)
Nursery–UKG	Fully oral; rhymes, stories, instructions in L1	Simple greetings, action songs in L2
R1 (Grade 1)	Reading and writing begin; vocabulary building	Rhymes, vocabulary, action words
R2 (Grade 2)	Reading fluency; sentence writing in L1	Naming objects, simple Q&A, vocabulary in L2

Sample Language Activities

Activity Type	L1 Example (Hindi/Marathi/etc.)	L2 Example (English)
Storytelling	"Panchatantra" tales	“The Hungry Caterpillar”
Songs/Rhymes	"Machhli Jal Ki Rani Hai"	“Twinkle Twinkle”
Vocabulary Games	Match pictures with L1 words	Simon Says with verbs
Listening Games	Follow-the-clap instructions	“Point to your nose”
Picture Reading	Name animals in mother tongue	Say color names in English

Why Is This Important?

·        Ensures cognitive clarity by starting with a familiar language (L1).

·        Builds confidence and communication skills.

·        Prepares brain for bilingual/multilingual learning in a natural, low-pressure way.

·        Lays a foundation for later proficiency in both languages by Class 3.

Here is a detailed weekly bilingual language development plan for R1 (Grade 1) and R2 (Grade 2) in the Foundational Stage, aligned with NEP 2020, with a focus on L1 (Mother Tongue/Regional Language) and L2 (Second Language – typically English).

 STRUCTURE OF THE PLAN

Each week follows a theme-based approach, integrating listening, speaking, reading, and writing in both L1 and L2, appropriate for each grade level.

WEEK 1 – THEME: “Myself”

Skill		R1 (Grade 1) – L1 Focus (e.g., Hindi)	R1 – L2 Focus (English)
Listening		सुनो कहानी: “मैं कौन हूँ?”	Listen to story: “I am special”
Speaking		मेरा नाम ___ है। / मैं लड़का हूँ।	“My name is ___.” / “I am a boy/girl.”
Reading		अक्षर पहचान: अ, आ	Alphabet introduction: A, B, C
Writing		स्वर लेखन अभ्यास	Tracing uppercase A, B, C
Vocabulary		शरीर के अंग: आँख, नाक, कान	Body parts: eyes, nose, ears
Activity		Mirror Talk in L1	Action rhyme: “Head, Shoulders, Knees & Toes”
Skill	R2 (Grade 2) – L1 Focus (e.g., Hindi)			R2 – L2 Focus (English)

 

Listening

कहानी: “मेरी परछाई”

Story: “I Like Myself”

 

Speaking

मैं ___ साल का हूँ। / मैं पढ़ता हूँ।

“I am six/seven years old.”

 

Reading

शब्द पढ़ना: मेरा, नाम, तुम

Word reading: I, am, my, is

 

Writing

दो वाक्य लिखो: “मेरा नाम ___ है।”

Write: “My name is ___. I am a ___.”

 

Vocabulary

Family words: मम्मी, पापा

Family: mother, father, sister

 

Activity

Draw self and label in L1

Make name tag in English

 

 

WEEK 2 – THEME: “My School”

Skill		R1 – L1			R1 – L2
Listening		कविता: “स्कूल चलें हम”			Song: “This is my school”
Speaking		यह किताब है। / यह कुर्सी है।			“This is a book.” “That is a chair.”
Reading		अक्षर: इ, ई / शब्द पहचान			Alphabet: D, E, F / picture-word match
Writing		वर्णमाला का अभ्यास			Letter tracing D, E, F
Vocabulary		कक्षा: शिक्षक, किताब, घंटी			School words: teacher, bell, board
Activity		Classroom object labeling in L1			Label items in English (with teacher)
Skill	R2 – L1		R2 – L2

 

Listening

कहानी: “चतुर बच्चा”

Story: “At School”

 

Speaking

मैं किताब पढ़ता हूँ। / मैं लिखता हूँ।

“I read.” “I write.”

 

Reading

छोटे वाक्य पढ़ना: यह मेरी किताब है।

Read: “This is my bag.” “I go to school.”

 

Writing

3–4 lines: मेरा विद्यालय

3–4 sentences about school

 

Vocabulary

ब्लैकबोर्ड, कंप्यूटर, बस्ता

Pencil, bag, table, school

 

Activity

Make a mini book “My School” in both languages

WEEK 3 – THEME: “My Surroundings”

Skill	R1 – L1	R1 – L2
Listening	कहानी: “पेड़ और बच्चा”	Audio: “Hello Nature!”
Speaking	यह पक्षी है। / यह फूल है।	“This is a bird.” “That is a flower.”
Reading	चित्र शब्द: फूल, पत्ता, पेड़	Flashcards: flower, leaf, tree
Writing	चित्र देखकर शब्द लिखना	Match pictures to words
Vocabulary	पेड़, पक्षी, तितली	Bird, tree, butterfly, flower
Activity	Nature Walk – Speak in L1	Say 5 things you see in English
Skill	R2 – L1	R2 – L2
Listening	कहानी: “गिलहरी और पेड़”	Story: “Under the Tree”
Speaking	मैं पेड़ के नीचे हूँ।	“I am under the tree.”
Reading	पर्यावरण शब्द पहचान	Read nature signs: sun, sky, grass
Writing	प्रकृति पर अनुच्छेद (4 पंक्तियाँ)	Write: “I see a tree. It is green.”
Vocabulary	बादल, नदी, पहाड़	Sun, sky, rain, leaf
Activity	Make a bilingual nature poster

 

Notes on Implementation:

·        Use visuals, gestures, and repetition to reinforce understanding.

·        L2 (English) is introduced gently and is not assessed for accuracy in R1.

·        L1 remains the main language of learning and scaffolding.

·         

·        Educational Outcomes from Balanced L1 and L2 Use

Skill Area	Benefit from L1	Benefit from L2
Language Mastery	Fluent, expressive, and confident use	Gradual fluency in academic English
Reading & Writing	Early literacy foundation	Bridge to higher learning content
Thinking & Learning	Deeper understanding of concepts	Multidimensional thinking
Emotional Well-being	Confidence, identity, belonging	Social adaptability

 

Bridging the gap between L1 (first language) and L2 (second language) is crucial in early education, especially in multilingual contexts like India. Teachers play a vital role in making this transition smooth and effective, particularly in the Foundational Stage under NEP 2020.

Here are key strategies teachers can use to bridge the L1-L2 gap:

1. Use L1 as a scaffold

·        Why: L1 helps children understand concepts faster.

·        How: Introduce new L2 vocabulary and grammar by relating it to known L1 words or structures.

·        Example: “In Hindi, we say ‘paani’, in English it is ‘water’.”

2. Code-switching and code-mixing

·        Why: It eases comprehension while gradually introducing L2.

·        How: Mix L1 and L2 during storytelling, instructions, and conversations.

·        Example: “Now take out your pustak — your book.”

3. Use visual aids and gestures

·        Why: Supports meaning-making without relying solely on language.

·        How: Use pictures, actions, flashcards, realia.

·        Example: Show a picture of an apple while saying “apple” in English and “seb” in Hindi.

4. Create a print-rich environment in both L1 and L2

·        Why: Builds familiarity with both languages.

·        How: Display charts, word walls, labels, and signs in both languages.

5. Bilingual books and stories

·        Why: Encourages vocabulary development and comprehension in both languages.

·        How: Read the same story in L1 first, then in L2 — or use bilingual books side by side.

6. Encourage oral expression in both languages

·        Why: Strengthens confidence and fluency.

·        How: Allow children to answer in L1 initially, then guide them to say the same in L2.

7. Connect with the child’s cultural and linguistic background

·        Why: Builds identity and engagement.

·        How: Include songs, games, festivals, and folktales from the child’s mother tongue culture alongside L2 activities.

8. Peer learning and buddy systems

·        Why: Children learn well from peers, especially in mixed L1-L2 settings.

·        How: Pair L2-proficient children with L1-only speakers to encourage natural, informal learning.

9. Repetition and reinforcement

·        Why: Young learners need repeated exposure.

·        How: Repeat key vocabulary and structures across different activities like songs, games, stories, and worksheets.

10. Professional training for teachers

·        Why: Teachers need skills to support bilingual learners.

·        How: Regular workshops on language pedagogy, translanguaging strategies, and foundational literacy.

 

Here is a sample classroom activity designed for Grade R1 (Class 1) at the Foundational Stage, bridging L1 (e.g., Hindi) and L2 (English), aligned with literacy goals:

 

 Activity Name: "My Picture Word Book"

 Objective:

·        Build vocabulary in L2 (English) using L1 (Hindi) support.

·        Enhance speaking, reading, and recognition skills.

Learning Outcomes:

·        Identify and name familiar objects in both L1 and L2.

·        Match pictures to English words.

·        Speak simple sentences using new L2 words.

📚 Materials Needed:

·        Chart papers / A4 sheets

·        Crayons or sketch pens

·        Word cards (with both Hindi and English)

·        Pictures of common objects (fruit, animals, body parts, etc.)

Steps:

 Step 1: Introduction (10 minutes)

·        Start with a rhyme or story in L1 (Hindi): "Aam ke aam, guthliyon ke daam."

·        Ask children what fruits they like — allow them to answer in Hindi.

 Step 2: Picture Show and Tell (10 minutes)

·        Show a picture of a fruit (e.g., Apple).

·        Say: “This is an apple. In Hindi, we say seb.”

·        Repeat with 4–5 familiar objects (banana/kele, cat/billi, ball/gend).

 Step 3: Matching Activity (10–15 minutes)

·        Provide picture cards and word cards.

·        Children match:

o   Picture → Hindi word

o   Picture → English word

Step 4: Create ‘My Picture Word Book’ (15 minutes)

·        Each child pastes or draws pictures on paper.

·        Teacher writes:

o   Hindi word: सेब

o   English word: Apple

·        Teacher reads aloud, child repeats.

🔹 Step 5: Speak a Sentence (Oral Language)

·        “I like apple.”

·        “Main ko seb pasand hai.”

·        Help them repeat this in English: “I like apple.”

Extension Activities:

·        Label objects around the classroom in both L1 and L2.

·        Use role-play (e.g., fruit seller – "Do you want a banana?").

Use gentle repetition and positive reinforcement. Let children express in L1 when stuck and rephrase in L2 gradually.

Conclusion

The use of L1 (first language) and L2 (second language) in early education is not about replacing one with the other but building a bridge between the two. A child learns best when new knowledge (L2) is introduced through the comfort and understanding of their home language (L1).

At the Foundational Stage under NEP 2020, L1 plays a crucial role in helping children express themselves freely, understand concepts clearly, and develop emotional security. Gradually introducing L2 through stories, songs, visuals, and real-life connections allows the child to acquire a new language naturally and joyfully.

A strong foundation in L1 enriches cognitive growth and supports more effective L2 learning. Therefore, teachers must view L1 not as a barrier, but as a valuable tool to promote multilingualism, inclusivity, and holistic development in young learners.

Neelam Chopra

CBSE Master Trainer ,RP108440 COE AJMER

St.Xavier’s Sen.Sec.School,Jaipur

INDIA