Beyond classroom: Can TARA help transform English learning in NE?

Dr Annapoorna Ravichander & Sriranjini Vadiraj

Education in the North East of India presents a distinctive set of opportunities and challenges. The region is home to remarkable linguistic diversity, rich cultural traditions and communities with strong local knowledge systems. 

Yet, for many students, access to quality learning resources, trained teachers and opportunities to develop communication skills remains uneven. Could technology offer part of the solution? An initiative such as TARA, developed by Learning Matters explores this possibility.

The challenge is not simply whether children attend school, but whether they acquire the skills, confidence and knowledge required to participate meaningfully in higher education, employment and public life.

English Language Dilemma

In the space of India’s educational and professional landscape, the English language occupies an important place. It opens pathways to higher education, competitive examinations, employment and wider networks of knowledge. However, students do not enter classrooms with equal opportunities to learn and practise the language. 

In multilingual classrooms, children may speak their mother tongue at home, use another language in their community and encounter English primarily at school. Some have access to private tuition and digital learning resources; others depend almost entirely on classroom instruction. Students may understand a lesson but hesitate to speak because they fear making mistakes or being judged.

This gap between knowing and communicating deserves greater attention. Language learning requires opportunities to listen, practise, receive feedback and build confidence. Teachers working with large classes and diverse learning needs may find it difficult to provide every child with sufficient individual speaking time.

What can TARA contribute?

TARA is an AI-powered, voice-enabled English-learning assistant developed by Learning Matters. It offers interactive speaking practice, pronunciation feedback and learning activities tailored to learners’ proficiency levels. The company also describes features intended to support teachers, including structured lesson plans and progress tracking. The potential value lies in creating additional opportunities for students to practise. A child who is reluctant to speak in front of classmates may find it easier to begin with a voice-based learning tool that allows repeated attempts without the fear of public embarrassment. Learners can practise at their own pace, while teachers can use progress information to identify areas requiring further attention.

For the North East, this could be particularly useful in schools where opportunities for individual language practice are limited. However, the technology should supplement, not replace, teachers. Human interaction remains essential for understanding context, encouraging curiosity, interpreting cultural nuances and developing the ability to communicate thoughtfully.

Adaptation is the Key

The North East cannot be treated as one uniform educational landscape. Meghalaya, Assam, Nagaland, Mizoram, Manipur, Tripura, Arunachal Pradesh and Sikkim have distinct linguistic, cultural and institutional contexts. Even within individual states, classroom needs vary considerably. 

An intervention designed elsewhere cannot simply be introduced unchanged and expected to succeed. TARA or similar tools would need to be evaluated for their suitability across different school settings. Multilingual guidance, accessible interfaces and locally relevant examples could help students connect new learning with familiar experiences.

Localisation should go beyond translating instructions. Learning activities could draw on the region’s everyday life, environment, livelihoods, stories and community experiences. Students might practise English by describing a local market, explaining a traditional festival, discussing a community conservation initiative or presenting an idea for improving their village.

Such an approach would communicate an important message: learning English does not require abandoning one’s language, culture or identity. English can become an additional resource through which students express their own knowledge and experiences to wider audiences.

Teachers Must Remain at the Centre

Technology alone cannot resolve educational inequality, its effectiveness depends on how it is integrated into classroom practice, how teachers are supported and whether students have reliable opportunities to use it. A pilot programme could begin with selected government schools, working in partnership with state education departments, teacher-training institutions and local organisations. Teachers should participate in the design and implementation rather than being expected simply to operate a new tool.

The programme could assess students’ speaking confidence and proficiency before and after implementation, alongside teacher observations and student feedback. Access to devices, electricity, connectivity, language suitability and ongoing technical support would also need consideration. Equally important is affordability and continuity. 

A short-term intervention may generate enthusiasm, but sustainable improvement requires resources, teacher development and integration with the school’s learning objectives. Student data must also be handled responsibly, with appropriate safeguards for children’s privacy.

From Technology to Opportunity

The larger question is not whether artificial intelligence can replace traditional teaching, but whether it can help teachers reach learners who otherwise receive limited individual attention. 

For the North East, a carefully designed initiative could create opportunities to strengthen English communication while respecting linguistic diversity. It could also help students become more confident in expressing ideas, asking questions and engaging with opportunities beyond their immediate surroundings. 

But success must be measured by learning, not by the number of devices deployed or students enrolled. The voices of children, teachers and communities should shape the process, and independent evaluation should establish whether the intervention produces meaningful improvements.

TARA offers one possible avenue for exploration. Its relevance to the North East will ultimately depend on local adaptation, teacher participation and equitable access and demonstrated outcomes.

The region’s educational future should not require a choice between cultural identity and global opportunity. With thoughtful implementation, technology can help build a bridge between the two—enabling students to communicate confidently while remaining rooted in the languages, knowledge and communities that shape who they are.

(Dr. Annapoorna Ravichander is an independent consultant)

(Sriranjini Vadiraj is Head-Impact Monitoring, Evaluation & Research, Learning Matters)