Why Early English Learning Needs A Rethink In India's Classrooms, Expert Breaks It Down

News18

17-07-2025

Q. Where do you see the role of English in the early years of school education in India? What does an effective and inclusive early language learning environment look like in the foundational years? What approaches have you seen actually work?
A. Children up to the age of five are highly perceptive and adaptive because of the brain's plasticity. This makes early childhood the ideal time for language learning, provided their developmental and individual needs are addressed. English education at this stage should not cause stress—it should empower children and foster a love for learning.
An inclusive early language environment must support all types of learners—auditory, visual, kinaesthetic, and those who learn through reading and writing. Play-based learning, developmentally appropriate activities, and interdisciplinary methods are critical. It's also important that the content reflects diversity and inclusion, helping children relate to what they're learning while appreciating different cultures and experiences.
Q. What are some common challenges teachers face when helping young learners gain fluency and confidence in English, especially in non-English speaking regions?
A. In India, English is often a second or even third language. In many rural or non-English-speaking areas, teachers are working with students who haven't yet built foundational literacy in English. According to the ASER 2024 report, only 27% of Grade 3 students in rural government schools can read a Grade 2-level English text. This highlights the urgent need for focused language support.
Writing is another major hurdle. Young learners often struggle with handwriting clarity, spacing, and motor control. For instance, the shift from four-line to single-line notebooks can confuse students. Small changes like using clearer fonts or simplified writing formats can ease this transition and reduce frustration.
We've also seen a disconnect between classroom materials and the needs of multilingual learners. In many cases, the content isn't tailored to regional or cultural contexts. To address this, it's important that lesson plans, visual aids, and phonics-based activities are designed with real classroom conditions in mind, particularly where resources are limited.
Q. From a student's perspective, what can make learning English feel more natural and less intimidating, particularly for those from non-English speaking households?
A. For children from non-English-speaking homes, fluency starts not with grammar, but with comfort and exposure. Familiarity is key. When English is introduced through songs, stories, and simple conversations, children begin to connect with the language more naturally.
One highly effective strategy is involving families in the learning journey. When parents have access to basic resources—such as rhymes, stories, or home activities—they're able to engage with their child's English learning meaningfully. This shared effort brings the language into the home environment, making it feel less foreign and more relevant.
Songs and storytelling also help with emotional regulation and engagement. When rooted in local culture and everyday experiences, these tools not only teach vocabulary but also help children express themselves. Making English relatable is often the first step in building their confidence.
Incorporating movement-based storytelling, reflective thinking, and imagination-driven tasks also supports holistic development—mental, emotional, and physical. Technology can add value here, but the core idea is to create a learning space where English feels like a tool for discovery, not a subject to fear.
Q. Do you think the current way English is taught in colleges prepares students well for the real-world job market? What changes would make language skilling more aligned with employment needs?
A. Unfortunately, many college students don't get enough real-world practice in English. While grammar and comprehension are taught, students often don't learn how to use English in interviews, workplace conversations, presentations, or writing professional emails.
The recent NITI Aayog report on higher education points to this issue—there's a lack of industry-aligned curriculum, especially when it comes to communication skills. This affects how students collaborate in teams, present themselves to recruiters, and manage routine professional interactions.
When students practice sector-specific language—whether it's IT, customer service, healthcare, or retail—they start seeing English as a tool they can use, not just a subject they study. Colleges need to offer more practical training in professional communication—like mock interviews, writing tasks, and role-plays—to prepare students for real-world expectations.
Ultimately, English should be treated as a life skill and a workplace necessity, not just an academic requirement. With that shift, students can step into their careers with far more confidence and capability.