Rethinking the Approach to Encouraging Children to Use English at School

For many educators, the goal of using English at school is straightforward: to ensure that students are proficient in the language used in the classroom and in academic settings. However, a common question arises: How do you make children use English at school?

It’s important to recognize that compelling children to use English outside the classroom is not only unproductive but also counterproductive. As an educational professional, your focus should be on creating an environment where English is used naturally and beneficially within the classroom. This article explores effective strategies and approaches for motivating children to use English.

Creating a Positive Classroom Environment

The classroom should be a space where English is used not as a mandatory tool but as a medium for learning and growth. Teachers can achieve this by:

Motivating students to use English through bribes—in the form of materials that encourage reading, such as romance novels for girls and books on sports stars, nature, astronomy, or dinosaurs for boys. Acknowledging the value of students’ native languages and ensuring that they are not penalized for using them for communication needs. Setting clear expectations for language use within the classroom, emphasizing the importance of English for learning and communication.

Promoting Language Fluency and Motivation

When students have a certain fluency in English, the classroom can become a powerful environment for language learning. For instance, in a class where English is the second or third language, the teacher should set a consistent example by speaking and teaching in English:

Teacher-led instructions in English, with all questions and answers conducted in the same language. Utilizing materials and resources that are in English to enhance engagement.

This approach not only reinforces the use of English but also makes it a natural part of the learning process. Students may feel more comfortable and less intimidated when the language is used consistently and meaningfully.

Case Study: An English-Only Classroom

During my six years of teaching in an international school, we had a unique setup where English was the primary language of instruction. Despite the students' varying levels of English proficiency, we succeeded in creating an inclusive and encouraging atmosphere:

English was the language used for all classroom transactions, ensuring a consistent learning environment. I, as the only non-local staff member, was allowed to use my native language to foster a sense of community and comfort. Penalties for using native languages were kept to a minimum, focusing instead on positive reinforcement and encouragement.

This approach not only supported the development of language skills but also built a sense of belonging among students from diverse linguistic backgrounds.

Conclusion

Encouraging children to use English at school is a delicate balance between fostering language proficiency and respecting the richness of students' native languages. By creating an inclusive and motivating environment, teachers can help students naturally embrace English as a tool for learning and communication without feeling forced or penalized for using their native tongues.