LC0aR2

LC0aR2 Directing Animation Theater

In Brief


Learning English through
Directing Animation Theater

This project has defined and is developing a web distributable system for introducing English native and non-Anglophones to English literacy, based on a novel analysis of English sound and spelling correspondences. Knowledge Analysis in Depth will produce a digital Animation Theater and a supporting dictionary built around animated agents and actions, engaging the user as director. Product features are:
– control of the facility by words selected or keyed and interpreted one at a time (English words name functioning computer procedures).
– composition of scripts from collections of such words
– synonym based translation into other alphabetic languages as a method for introducing non-Anglophones to the facility and to English (English procedure names will be first presented using their synonyms in the alternate alphabetic language).
– animation supported by the English sound-spelling correspondence dictionary
– word meanings introduced by linking pictures, film clips, and animation examples.
– staged introduction of English pronunciations to the alternate language setting before full English functionality is available or required (English pronunciation in procedures can be blocked with global switches, as desired).
– production and delivery of the products by digital download, minimizing costs for all.

The audience and market for this technology application is everyone who is not English literate, in at least five general categories of uses and users:
– “Children, English speaking and non-Anglophone ” (preschool, primary grades).
– “Social Institutions” schools (public, private, charter), libraries
– “Catch up ESL” for English illiterate immigrants and school dropouts in the USA
– “Student-retention ESL” for “channeling schools” in developing countries (The archetype of such school systems is India’s, where higher education is in English but primary schools use regional and local languages. Many youth, especially girls, do not participate in secondary education because of the English language learning barrier).
– “Global ESL” for people on the global civilization’s periphery.
There are other markets of interest not addressed in this document.
Our goal is to make the English language as accessible as possible to everyone in the world. Learning English is important for individuals everywhere to increase access to the knowledge patrimony of the modern world, because many knowledge resources have been developed in the west and are published in English.

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