Dr Mary Binoy, English language trainer, writer, and storyteller, Ernakulam, Kerala, explains how introducing English early in childhood builds a strong foundation for effective communication and lifelong learning, apart from overcoming fear of committing mistakes and gaining confidence.
English as a language can be quite intimidating and, I would say, a real struggle for many people. When I was asked what topic I would like to speak on, the very first word that came to my mind was dream. I thought of using that word because of a small incident that I would like to begin with.
A coach’s realisation
About a month and a half ago, a person approached me and said that he wanted to learn English. During his introductory session, he told me that he was a badminton coach. He explained that he had recently been selected to join the Prakash Padukone Academy. Until then, he had managed comfortably using his mother tongue and Hindi. However, once he joined the academy, he realised that if he had to interact with other trainers and coach students effectively, English was essential.
As our classes progressed, he told me that it would have been much easier if he had started learning the language at a younger age. Like most of us, he had studied English from kindergarten onwards, yet, even in his fifties, he felt that he still did not know the language well enough. This disturbed him deeply, and now he had to begin learning all over again.
This experience inspired me to strongly believe that English should be learned during the early years. However, many students fail to acquire the language effectively during childhood.
Why students struggle
There are many reasons as to why students find it difficult to learn English.
Fear hinders learning
One of the most common reasons why children hesitate to learn English is the fear of making mistakes. Children often worry that they will be mocked or laughed at if they speak incorrectly. As a result, they stop trying, which eventually leads to silence.
I remember an incident from my stay in Bengaluru. I once called a friend and happened to speak to her mother. While speaking in Kannada, I made a mistake, and everyone laughed. Initially, I became reluctant to speak the language again. Later, however, I realised that avoiding the language was a mistake because we learn through mistakes. When children are criticised or laughed at, they become afraid of speaking, and this prevents them from progressing.
Exams over communication
Students are often encouraged to learn English primarily to score marks in examinations. As a result, they memorise lessons and practise writing repeatedly. Many students become extremely good at writing answers because they have practised them numerous times. However, when it comes to speaking, they struggle.
This reminds me of my own experience during my formative years when I had to learn Arabic. I spent a great deal of time writing, memorising and studying the language. Although I learnt to write Arabic reasonably well, speaking remained difficult because the language had been taught more as an academic subject than as a communication tool.
Mother tongue influence
Most students speak their mother tongue at home and rarely hear English outside the classroom. Consequently, English remains merely a school subject rather than becoming a language of communication. Many schools attempt to solve this problem by making English compulsory. However, when speaking English becomes a strict rule, children often develop a dislike towards it. English should gradually become a habit. Teachers can encourage students through simple activities such as self-introductions, greetings and everyday conversations. When children are motivated gently, they begin to use the language naturally.
Beyond textbook vocabulary
Limited vocabulary exposure is another significant challenge. Students often learn only those words that appear in their lessons. Consequently, their vocabulary remains restricted, making it difficult for them to express themselves in different situations. My experience with a group of Advanced English learners made me realise that even simple words were missing from their vocabulary.
Interactive learning matters
Teacher-centred classrooms also contribute significantly to poor language learning. In many schools, teachers spend the entire period lecturing, particularly during grammar lessons. Children often begin to perceive English as a boring subject. Students may feel that English consists only of grammar rules and lengthy explanations. Learning becomes much more effective when students actively participate.
Building reading habits
A decline in reading and listening habits is another major concern. I know when libraries were among our favourite places, and books were our closest companions. However, this is no longer the case for many children today. Many students do not engage in active reading, nor do they spend sufficient time listening to meaningful content. Through reading, students encounter new vocabulary, sentence structures and ideas. Listening exposes them to pronunciation, intonation and natural language use.
Breaking mental barriers
Low confidence and fixed mindsets also prevent students from learning English effectively. Many students feel that their English is not as good as that of their classmates or teachers. This belief often discourages them from participating in classroom activities. My experience with a student who found it difficult to clear the speaking part of the IELTS exam showed me how negative comments can affect learners for years.
Strong foundations in the early years
English should ideally be introduced through phonics. Children should learn to recognise sounds and understand how these sounds combine to form words. Gradually, they learn how to decode words independently. Phonics forms the foundation of language learning. Children should be introduced to letter sounds from an early age. Phonics enables them to recognise patterns in pronunciation and spelling. Understanding these variations helps children read more accurately and spell words correctly. Pronunciation is equally important. Learning correct pronunciation from an early age improves both speaking and listening skills.
Practice builds confidence
For many students, the use of English remains limited to the classroom, particularly during English periods. However, language develops only when it is used regularly. Whenever students join my classes, I usually ask them about their hobbies and interests. Such conversations act as icebreakers and encourage them to communicate. As they continue speaking, they gradually realise that English is not as difficult as they initially believed. Students need opportunities to use English in real-life situations.
Comparison and pressure
Finally, comparison and pressure often discourage learning. Constant comparisons create anxiety and prevent students from participating confidently. While teaching classes of eighteen to twenty students, I often encourage shy students to speak about their dreams. Once they begin speaking about something personal and meaningful, they gradually become more comfortable. When students feel valued and appreciated, they develop confidence and become willing participants in the learning process.
Home-based strategies
After understanding the reasons why students struggle to learn English during their early years, it becomes important to examine the strategies that can help overcome these challenges. Many of these strategies can be implemented both at home and at school.
Creating a language environment
The first strategy is to create an English-friendly environment at home. As parents, we naturally want to encourage our children in every possible way. Parents can begin with simple, everyday conversations. Such conversations encourage children to respond and express themselves. Parents should not worry if children occasionally use their mother tongue while speaking. Children should be allowed to speak freely, even if they mix languages initially. Gradually, with consistent exposure and encouragement, they will begin to use more English naturally. The most important thing is to make English a part of daily life rather than treating it as a separate subject that is confined to textbooks.
Reading builds language
Reading is one of the most powerful tools for language development. In fact, I believe that the habit of reading should begin very early. Some researchers suggest that reading can begin even before a child is born. During the later stages of pregnancy, parents can read aloud to the baby.
As the child grows, the reading material can gradually change according to age and interest. Parents can begin with picture books and storybooks. Later, they can introduce pop-up books, illustrated books and eventually more advanced reading materials. Developing a reading habit enriches vocabulary, improves comprehension skills, enhances imagination and strengthens communication abilities.
One habit that I strongly believe should continue throughout life is newspaper reading. Fortunately, many newspapers today publish special editions for children. These editions present important news in a child-friendly manner. They highlight positive stories, inspiring achievements and educational content. They often include quizzes, puzzles and activities that further stimulate children’s curiosity and learning.
Conversations build vocabulary
Everyday situations provide excellent opportunities for language learning. Parents should interact with children while performing ordinary household activities. Although such conversations may appear simple, they significantly contribute to vocabulary development. For example, while folding clothes, parents can ask questions such as, “What type of clothes do we wear during winter?” or “What material is this fabric made from?” Such discussions expose children to new vocabulary related to clothing, seasons and materials.
Gentle correction matters
One of the greatest mistakes adults often make is correcting children continuously while they are speaking. Although correction is important, excessive interruption can disrupt the flow of communication and discourage children from expressing themselves. Children should first be allowed to complete their thoughts. Corrections can be provided gently at the end of the conversation.
Parents can also introduce simple speaking activities at home. Once a week, children can be encouraged to speak on a particular topic. The topics should be age-appropriate and related to their interests.
Meaningful screen time
Children today inevitably spend considerable time using screens. Instead of attempting to eliminate screen time, parents should guide children towards using technology wisely. Educational programmes, animated films and documentaries can significantly support language development.
My experience of watching cartoons such as “Where on Earth is Carmen Santiago?!” taught me that learning can occur naturally when children enjoy what they are watching. Parents can therefore encourage children to watch age-appropriate educational content in English. Such exposure helps improve pronunciation, listening skills and vocabulary.
Appreciating small efforts
Children should never be expected to speak fluently from the very beginning. Language learning is a gradual process, and every child progresses at a different pace. Therefore, parents and teachers should celebrate effort rather than perfection.
I personally experienced this while learning Hindi. I found it extremely difficult to speak the language. Since my sentences were often broken and incomplete, I gradually stopped trying altogether. However, when I reached the eighth standard, I made a friend who spoke Hindi fluently. Whenever I made an error, she would gently correct me after I had finished speaking. Speaking Hindi became fun rather than stressful. Gradually, I became more confident, and my language skills improved significantly.
Strategies at school
Schools play an equally important role in language development. Teachers can adopt several strategies to create an environment that promotes meaningful language learning.
Participation enhances learning
As mentioned earlier, in traditional classrooms, teachers speak for most of the lesson while students remain passive listeners. Language classes should instead prioritise student participation. Activities such as role plays, discussions and presentations provide valuable opportunities for students to practise speaking.
For example, after reading a story or poem, teachers can ask students questions such as:
- What do you think the author was trying to convey?
- Which character did you like the most and why?
- How would you have responded in a similar situation?
Such discussions encourage critical thinking while simultaneously improving language skills.
Building speaking skills
Speaking should become an integral part of everyday classroom activities. Teachers can begin each class with a short discussion on current events, newspaper headlines or recent experiences. Even five or ten minutes of daily speaking practice can produce remarkable improvements over time.
I remember conducting public speaking sessions where I used flashcards to encourage students to speak. One day, I handed a young girl a flashcard featuring a tomato. I asked her to spend a minute preparing before speaking. I was amazed by her creativity. Regular speaking opportunities encourage children to think creatively and express themselves confidently.
Learning words in context
Vocabulary should never be taught in isolation. Instead, it should be introduced within meaningful contexts. For instance, if students are discussing animals, teachers can introduce additional words related to the topic. Suppose students are describing elephants. Most children will naturally mention the trunk, tusks and size of the animal. Teachers can extend the discussion by introducing new words such as tusker, pachyderm and mahout.
Allow thinking time
Students need time to process information and formulate responses. Teachers should avoid rushing learners or expecting immediate answers. Instead, students should be given adequate time to think before speaking. Once they receive sufficient support and encouragement, they gradually begin expressing their thoughts independently. Allowing thinking time reduces anxiety and improves the quality of student responses.
Safe learning environment
A safe classroom environment is essential for effective language learning. Students should never feel afraid of making mistakes. Teachers must avoid mocking or embarrassing learners, as this can severely damage confidence.
I once taught a student preparing for the International English Language Testing System (IELTS). He was extremely anxious and lacked confidence because he had frequently been ridiculed due to his physical appearance and language abilities. To support him, I ensured that every student in the class participated equally. This supportive environment helped him gain confidence, and he eventually succeeded in clearing the examination.
Context-based learning
One of the most effective ways of helping children learn English is by connecting the language to real-life situations. Language becomes meaningful only when learners find opportunities to use it in practical contexts. Therefore, teachers should design activities that allow students to apply English to everyday situations.
I remember conducting an activity in which I divided students into groups and gave each group a product to market. One group received a bag, while another was given a shoe. I asked them to imagine that they were advertisers and to explain how they would market their products. The students immediately became enthusiastic. They discussed the features of their products and came up with a variety of descriptive words. They used words such as affordable, durable, fashionable, comfortable, material, fabric and take-back policy. What fascinated me was that the students already knew many of these words. They had never had an opportunity to use them in a meaningful context.
Parental and peer support
Parents play a significant role in language development. Therefore, schools should encourage parental involvement whenever possible. However, teachers must also recognise that not every family can provide the same level of support. In many schools, especially government schools, children come from homes where parents may have limited knowledge of English. Expecting such parents to assist extensively with English learning may not always be practical.
In these situations, teachers can encourage peer learning. Students can be asked to share new words, discuss their day or practise short conversations together. Students can also be encouraged to learn a few new words every day using dictionaries or mobile phones and then discuss those words with their classmates.
Mother tongue support
A question that is frequently raised is: What role does the mother tongue play when introducing English during the early years? Children naturally think and communicate in the language that they hear most often at home. Therefore, when they encounter unfamiliar English words, teachers and parents can initially use their mother tongue to explain meanings and concepts.
Instead of discouraging this completely, adults can provide the English equivalent and encourage children to use it repeatedly in everyday conversations. When children are very young, repetition is particularly important. However, while the mother tongue can support language learning, children should gradually learn to think directly in English. Therefore, the mother tongue should be viewed as a gateway to English rather than as a permanent crutch.
Power of storytelling
Storytelling has an extremely important role to play in language learning. Stories capture children’s attention naturally. They stimulate imagination, introduce new vocabulary and create meaningful contexts for language use. In one of the sessions, I introduced a new word during the story, and I wrote it on the board. I later discovered that the children had copied every single word into their notebooks and approached me afterwards asking for meanings and translations. By the end of the session, the students had learned approximately ten to twelve new words without any formal vocabulary lesson. This experience convinced me that storytelling can be an extremely effective language teaching tool.
Early learning challenges
Children encounter numerous challenges while learning English during their early years. One of the most common obstacles is the fear of being mocked or ridiculed. Many children hesitate to speak because they worry that others will laugh at their mistakes.
Another challenge is the lack of opportunities to use English outside the classroom. Children may genuinely wish to practise English at home, but if family members do not speak the language, practice opportunities become limited. Young learners may also struggle to understand certain linguistic concepts. Some ideas and expressions may appear abstract or confusing during the early years.
I remember studying poetry during my school days. As a child, I found William Shakespeare particularly difficult to understand. Encountering Shakespearean language in primary school often felt overwhelming. Similarly, I remember learning Rabindranath Tagore’s poem Where the Mind Is Without Fear while I was in the ninth standard. At that time, many of us simply memorised the poem without fully understanding its deeper meaning. However, as I grew older, I gradually began to appreciate the poem more deeply. I realised that I could use its ideas and quotations in debates and discussions because I had developed a richer understanding of its message. This experience demonstrates that although children may initially struggle with certain texts, early exposure still provides long-term benefits. As learners mature, their understanding gradually deepens.
Assessing language progress
Another important question concerns the assessment of language development. How do we measure language progress during the early years? In my opinion, language development should not be measured exclusively through examinations. Instead, teachers should observe how effectively children communicate. At the end of an academic year, students can be given opportunities to speak about topics such as their best friend, their favourite hobby, their annual day experiences, memorable events that occurred during the year, and their dreams and aspirations.
These speaking activities need not be formally graded. Their purpose should be to observe the child’s overall progress.
Through such activities, teachers can evaluate:
- Improvements in fluency.
- Vocabulary growth.
- Increased confidence.
- Greater willingness to communicate.
- Improved pronunciation.
- Enhanced ability to organise ideas.
Comparing a child’s performance at the beginning and end of the year provides valuable insights into language development.
Inspiring language journey
Before concluding, I would like to share a brief story about someone who initially struggled with English but later became internationally recognised for her confidence and communication skills. That person is none other than the famous actress Priyanka Chopra. Priyanka Chopra was brought up in Bareilly, India, and spent much of her childhood in a Hindi-speaking environment. At the age of thirteen, she moved to the United States to live with her aunt. Once there, she found herself in an entirely different environment. Initially, she struggled with English pronunciation and spoke with a strong Indian accent. Naturally, this made her feel self-conscious and uncomfortable. However, instead of allowing these difficulties to discourage her, she actively worked on improving her language skills. She began speaking English regularly at school and at home. She watched English television programmes and carefully observed how people communicated. She also developed the habit of reading books and magazines aloud. Gradually, her confidence increased, and her communication skills improved significantly. Today, Priyanka Chopra is known globally for her confidence, fluency and expressive use of English. Whether she is acting, hosting events or participating in interviews, she communicates with remarkable ease. Her journey clearly demonstrates that language learning is not determined by age or background. With consistent effort, regular practice and determination, anyone can improve.
Building early English skills
Many young adults approach me today with the same complaint that they should have learned English earlier. Language learning should ideally begin during the earliest years. In fact, parents can begin nurturing language skills long before formal schooling starts. Reading stories, engaging in conversations and exposing children to language-rich environments can have a profound impact on their future development.
English should never be presented as a burden or a rigid rule that children are forced to follow. Instead, it should be introduced in ways that children find enjoyable and meaningful. Parents and teachers must work together to create supportive learning environments where children feel safe to experiment, make mistakes and communicate freely.
Reading aloud together, telling stories and engaging in meaningful conversations can strengthen not only language skills but also emotional bonds. When English is introduced early, taught meaningfully and practised consistently, children gradually develop confidence, fluency and a lifelong love for language.
Ultimately, English is not merely a subject taught in schools. It is a skill that opens doors to opportunities, relationships and dreams. Therefore, let us begin early and make language learning an enjoyable journey for every child.
Contact details
Dr Mary Binoy
English language trainer, writer, and storyteller, Ernakulam, Kerala
M: 8089879629
E: bulkyma@gmail.com