Grammar rules, verb charts, and memorization are frequently the very first topics covered in English classes in elementary schools in the context of Bangladesh. Grammar is important, but research and international classroom practices indicate that speaking fluency and confidence should come first (Webster, 2019). Early idea expression or brainstorming, regardless of grammatical errors, gives a child the drive and bravery to use English in everyday contexts. Grammar can be improved later, but it is much more difficult to regain confidence that was lost in the early years.
For instance, if we consider a typical situation in a Dhaka class 4 classroom, the instructor writes the following on the board: "Present Indefinite Tense: Subject + Verb (s/es) + Object." It is dutifully copied down by thirty students. "He goes," they commit to memory, but "I go." They do exceptionally well on the fill-in-the-blanks test. However, in response to a straightforward query such as "What did you do last weekend?" there is silence in the room. Some might said, "Sir, can I say it in Bangla?". Even the child who received a good remark on the grammar test, looks at the ground, and whispers.
This is Bangladeshi primary English learning's paradox. A generation of "grammar experts" who are afraid to speak is being raised by us. It's time to change the script; "accuracy must come after fluency."
Natural Order of Learning language
If we consider how a child from Bangladesh learns Bangla we come to understand that before saying "Ma, pani dao" (Mother, give me water), does a two-year-old learn the Shomash or Karok rules? Not, of course.
The order of natural language acquisition is
1. Listening (absorbing sound)
2. Speaking (sound imitation)
3. Reading (symbol recognition)
4. Writing and grammar (structure refinement)
We frequently make kids begin at Step 4 in our English curriculum. Before they have even driven a car (speaking), we ask them to comprehend the language's engineering (grammar). In Krashen's theory of "Affective filter hypothesis " a psychological wall where a child's fear of making a mistake paralyzes their ability to communicate is created when grammar rules are prioritized over speaking practice in primary school.
Why should speaking come
before grammar?
We cannot abandon grammar, but we must alter when and how it is taught. Here's how we can address this in the classroom and at home.
1. Boost confidence early
Children who have the opportunity to speak every day, even in short sentences, become more comfortable with the language. This reduces the fear of making mistakes. Teachers and parents must agree that mistakes are acceptable. In a classroom, if a Class 3 or 4 student says, "Yesterday I go to the village," do not interrupt to say, "No, I WENT." Instead, respond to the content with "Oh, you went to the village?" "Did you have fun?" Allow them to become familiar with the rhythm of the language first. Correction can occur later, once confidence has been established.
This approach creates a supportive environment in which students feel comfortable expressing themselves. By emphasizing communication over perfection, students are more likely to engage and participate actively in their studies.
2. Natural language acquisition
Children learn English faster by listening and speaking than by memorizing rules, just as they do in their native language. Currently, our exams test memory, not ability. We need for Oral Assessments to carry at least 30% of the marks in primary schools. If a child knows they will be graded on a conversation, they will practise conversation.
3.Improved Retention
Words used in conversation are more memorable than words learned for exams.
Beyond the Textbook: Unlocking English Speaking in Crowded Classroom
Let us move beyond boring textbooks and use what our students already enjoy. Some techniques are:
1. Considering Games as a Learning Tool
Cricket or football is viewed as an emotional sport in Bangladesh. If we mute the television in the multimedia classroom or living room while watching a cricket match. After that, we may give the student a microphone and ask them to provide commentary in English.
o Result: as a result excited students tend to speak quickly and forget to their fear of speaking in front of people.
2. Mirror Talk
If a student stand in front of a mirror for 2 minutes. Ask himself at his or her own eyes and answer about daily life chores : "What did I do today?" or "What is my plan for tomorrow? "As a result, by watching oneself helps a student to overcome shyness of speaking. This links English to survival and daily life, making it practical rather than theoretical.
3. Note and Verify
If a student use the voice recorder on their parents' phone, record himself and herself reading a paragraph from the "English For Today Book", listen to it clearly with a microphone, they will definitely spot the error.
4. The "Cartoon" Dubbing Challenge
My students, you can also take a brief clip from a well-known cartoon (such as Doraemon or Motu Patlu). You can also mute the sound. Teachers might request that the students speak English dialogue for the characters by their own.
l Outcome: Compared to note learning, it improves memory retention by stimulating their creativity and emotions.
5. Top Free Apps for Speaking Practice and Language Learning
Duolingo: A great tool for building sentences from scratch. It is free and works well on low-end phones.
Google Translate: By aiming the camera at a Bangla sign or object, Google Translate enables students to "speak" an English word with outstanding pronunciation.
6. Involving Parents and Home Assistance
l Teachers may request the parents to let their kids listen to English-language music or watch quick cartoons or movies.
l As a teacher we might request that parents label household items in English, such as "door," "table," and "window." So that, it would be easy for the kids to read and speak and learn more fast.
Parents don't need to speak English flawlessly, just demonstrating interest inspires children.
Strategies for Motivating Students
Instead of having bunch of techniques to speak English, still we need to motivate our students to speak more.
1. Honor Attempts Rather Than Perfection
Even if a student's sentence is grammatically incorrect, commend them for trying. For instance, if a child says, "He go to school," the teacher can gently respond, "Yes, he goes to school."
2. Peer Motivation
Strong speakers should be paired with weaker ones. This fosters a positive learning atmosphere.
3. Classroom Difficulties
As a motivator we can start entertaining contests such as "Who can use today's phrase the most?" or "English word of the day, " inside the classroom.
4. A welcoming environment for language instruction
Teachers provide something encouraging, like "That's a great try!" / "Well done, let's try again together."
Grammar is the skeleton of a language; it holds everything up. But speaking is the heart and soul. A skeleton without a heart is dead. Early speaking practice fosters a love of language learning, lowers anxiety, and establishes a solid foundation for communication. Through the implementation of "English corners, daily phrases, pair work, role-plays, and supportive feedback," educators can create engaging and productive learning environments. The goal of a teacher should not be to produce young linguists who can diagram sentences. As a teacher our goal is to produce confident communicators who can clearly express their thoughts.
This article is written by Nafisa Tabassum Yoko, Assistant Teacher at St. Gregory's High School & College.
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