{"id":465,"date":"2026-09-24T12:06:14","date_gmt":"2026-09-24T12:06:14","guid":{"rendered":"https:\/\/schoolreformer.com\/blog\/?p=465"},"modified":"2026-09-24T12:06:14","modified_gmt":"2026-09-24T12:06:14","slug":"english-as-a-skill-not-just-a-subject","status":"publish","type":"post","link":"https:\/\/schoolreformer.com\/blog\/english-as-a-skill-not-just-a-subject\/","title":{"rendered":"English as a skill, not just a subject"},"content":{"rendered":"
\n
\"\"<\/figure>\n<\/div>\n\n\n

Lekshmi S Nair, Subject Matter Expert – Verbal Ability, Department of School Education, Govt of Tamil Nadu, explains how, when English is taught as a skill, students begin to see its purpose beyond the classroom. They learn not just what the language is, but how they can use it in real life.<\/em><\/strong><\/p>\n\n\n\n

Opening doors beyond<\/em><\/strong><\/p>\n\n\n\n

As we all know, English is considered globally a very important language. For most of the educators, English represents three main things. First of all, English is known as a widely used language, as it connects the world. It has its own importance in all domains, especially in business, education, and various other fields. English is also known as the language of academia. Students who pursue higher education, research, and publication work often do so in English. It is also considered the language of possibilities that helps students connect worldwide with different cultures, and if they aspire to international career opportunities, it helps them greatly. However, there is a problem that many educators have faced while teaching English in classrooms.<\/p>\n\n\n\n

The missing WHY<\/em><\/strong><\/p>\n\n\n\n

The problem is skill versus subject. This is an issue that we all would have encountered both as a student and as an educator. Why does this happen? The thing that we would have observed is that English is often taught as a subject and not as a skill to be lived. When it is said that it is taught as a subject, we tend to focus on the what<\/em> of the language. That is, we focus on phonics, grammar, literature, summaries, and other components of the subject. As educators, we stress these aspects but often pay less attention to the why<\/em>.<\/p>\n\n\n\n

Why are we actually learning this language? How does it help a student in their future life? One thing often noticed is that children often score high marks in English because it is taught as a subject. However, when it comes to presenting the language or using it in real-life situations, they often lack confidence. When we become overly focused on the subject component and neglect the how<\/em> and why<\/em>, students do not make the progress they should, despite possessing subject knowledge.<\/p>\n\n\n\n

The gardener’s touch<\/em><\/strong><\/p>\n\n\n\n

Educators can consider themselves as gardeners nurturing plants who are the students. Sometimes a plant is not provided with the nourishment it requires to reach its full potential. What we can do in our classroom is to take that plant and place it in a different environment. By that, we offer favourable conditions and the right nutrients.<\/p>\n\n\n\n

When we provide these favourable conditions and nutrients, we can see the plant flourish and make significant progress. In my classroom, I intentionally made certain shifts. By nutrients, I mean that while teaching the concept or the what<\/em> part, I also combined it with the why<\/em> and how<\/em>. Initially, the focus was only on the subject or concept. Gradually, I started modelling why we were learning something and how it could be used in real life.<\/p>\n\n\n\n

Over time, I wanted my students to ask these questions themselves and explore more deeply. I also encouraged them to do so. One thing I have noticed is that when we encourage children without correcting every single mistake and instead allow them to be themselves and try new things, they make remarkable progress.<\/p>\n\n\n\n

Listening before teaching<\/em><\/strong><\/p>\n\n\n\n

Another important change I made was listening and observing. I tried to understand my students\u2019 struggles, identify their strengths, and determine how I could best support them. This created a major shift in the way I designed lessons.<\/p>\n\n\n\n

I also focused on creating favourable conditions for learning. I intentionally designed activities and established a safe space where students could explore, make mistakes, and learn from them. These activities were integrated to help students develop their skills and gain confidence in using the language. Rather than fearing mistakes, students began to see them as opportunities for growth.<\/p>\n\n\n\n

Three shifts, one change<\/em><\/strong><\/p>\n\n\n\n

By combining all these elements, I made three major shifts in my classroom.<\/p>\n\n\n\n

The first was teaching the concept itself. Whatever concept I planned to teach, I taught it clearly and systematically. The second was integrating skill-development activities. For every concept, I designed an activity that allowed students to practise and apply the skill. The third was providing tiered growth opportunities. I created level-wise activities that enabled students to explore concepts at different levels and continue improving according to their individual needs and abilities.<\/p>\n\n\n\n

Bringing grammar to life<\/em><\/strong><\/p>\n\n\n\n

One strategy I would like to share is from a grammar lesson on tenses. As usual, I first taught the concept. After that, I designed a worksheet and asked students to move around the school and interview teachers as well as students from other grades.<\/p>\n\n\n\n

After collecting information, the students returned to the classroom and created their own sentences based on the data they had gathered.<\/p>\n\n\n\n

To provide differentiated support, I designed three versions of the worksheet. The differences were small but meaningful. Students who struggled with sentence construction received sentence starters that they could complete. Students who were more confident were given opportunities to create their own sentences independently.<\/p>\n\n\n\n

The highlight of this activity was the ownership students took over their learning. Even shy students, who were usually hesitant to present themselves in front of others, displayed remarkable confidence. Every child was able to participate and complete the task successfully. More importantly, they were using the skill in a real-life context, which helped them understand why they were learning the concept in the first place.<\/p>\n\n\n\n

Mystery bag activity<\/em><\/strong><\/p>\n\n\n\n

Another activity that proved highly effective was the Mystery Bag Activity. I adapted this activity from one I had observed in another classroom.<\/p>\n\n\n\n

I placed familiar objects inside a bag and invited a student to select one without showing it to the rest of the class. The student then described the object using adjectives and complete sentences, while the rest of the class tried to guess what it was.<\/p>\n\n\n\n

This activity was extremely enjoyable for the students. They loved the guessing element, and every child had the opportunity to participate. Through this engaging exercise, students developed a deeper understanding of adjectives while simultaneously improving their speaking skills. The activity was both educational and entertaining, making learning memorable and meaningful.<\/p>\n\n\n\n

Stories find their voice.<\/em><\/strong><\/p>\n\n\n\n

Story writing was another area where I observed significant growth. At the beginning of the academic year, many students struggled to create their own stories. They lacked confidence in generating ideas and expressing them in writing.<\/p>\n\n\n\n

To address this, I began by reading stories to them. Then I started creating stories using characters and contexts that were familiar to them, such as Chhota Bheem and Doraemon. These stories immediately captured their interest.<\/p>\n\n\n\n

Gradually, I encouraged students to create stories of their own. Initially, they worked in pairs and groups to construct short narratives. As the year progressed, every student in the class was able to produce at least a short one-page story with a clear beginning, middle, and end.<\/p>\n\n\n\n

It was fascinating to witness the creativity they displayed. The ideas they shared were impressive, and I felt extremely proud of the progress they made as writers and storytellers.<\/p>\n\n\n\n

Meet the Star<\/em><\/strong><\/p>\n\n\n\n

Another activity I implemented after teaching WH questions was called Meet the Star<\/em>.<\/p>\n\n\n\n

For this activity, I created a simple role-play setting. One student sat on a special chair wearing a crown and became the \u201ccelebrity\u201d. The remaining students formed the audience and were allowed to ask questions. Each student could ask one question, and several students participated during each round.<\/p>\n\n\n\n

This activity helped students understand the purpose of WH questions. They learned how to frame meaningful questions and how to provide appropriate answers. The activity was highly engaging and encouraged active participation.<\/p>\n\n\n\n

One moment that remains particularly memorable was when a student who rarely spoke in class volunteered to ask a question. Seeing that child participate confidently was incredibly rewarding and demonstrated the impact of creating supportive learning environments.<\/p>\n\n\n\n

Voices, confidence and curiosity<\/em><\/strong><\/p>\n\n\n\n

The results of integrating skills into language learning were highly encouraging.<\/p>\n\n\n\n

The first noticeable change was increased self-confidence. Students who were initially hesitant became more willing to use English in different situations. They began taking initiative, engaging in conversations with one another, and responding in English during classroom discussions.<\/p>\n\n\n\n

Another significant outcome was the emergence of authentic and organic voices. Initially, students were reluctant to share their own ideas. Over time, they became more confident in expressing their thoughts and opinions.<\/p>\n\n\n\n

I also noticed the development of an inquisitive mindset. Students started asking deeper questions and became genuinely interested in understanding the purpose and application of what they were learning.<\/p>\n\n\n\n

Furthermore, they developed the courage to express personal perspectives. They began sharing their own experiences, observations, and stories, weaving these into their responses and creative work.<\/p>\n\n\n\n

English as a window<\/em><\/strong><\/p>\n\n\n\n

Perhaps the most significant shift was that English stopped being merely a subject taught during a forty-minute or one-hour lesson. Instead, it became a tool for expression.<\/p>\n\n\n\n

Students started using English to communicate their thoughts, discuss topics that interested them, and write about experiences that mattered to them. The language became a living skill rather than an academic requirement.<\/p>\n\n\n\n

Although there is still much work to be done, I can clearly see the transformation that has taken place. Students are gradually moving beyond viewing English as a subject and are beginning to see it as a means of expressing themselves and engaging with the world around them.<\/p>\n\n\n\n

Helping every seed bloom<\/em><\/strong><\/p>\n\n\n\n

As I mentioned earlier, I see myself as a gardener, and my classroom as a garden filled with different varieties of plants. Based on my experiences over the past five years, I would like to share some important learnings.<\/p>\n\n\n\n

The first and most important lesson is to know your students. Understand their interests, identify their struggles, and recognise where they need support.<\/p>\n\n\n\n

Secondly, do not simply follow the textbook. Adapt your teaching according to the needs of your students. Provide specific support that will help them grow and succeed.<\/p>\n\n\n\n

Thirdly, create opportunities for students to use their skills. As educators, we should intentionally design experiences and spaces where students can practise, experiment, and develop their abilities. These opportunities are essential for meaningful learning and long-term growth.<\/p>\n\n\n\n

Sharing, adapting, growing<\/em><\/strong><\/p>\n\n\n\n

One of my favourite quotes is: \u201cGood teachers steal ideas.\u201d<\/p>\n\n\n\n

By this, I mean that educators are part of a large community of professionals who face similar challenges and work towards similar goals. Across the world, teachers are constantly experimenting, learning, and discovering new approaches.<\/p>\n\n\n\n

It is important for us to share our learnings, connect with one another, and exchange ideas. We can take inspiration from successful practices, adapt them to suit the needs of our own classrooms, and create meaningful learning experiences for our students.<\/p>\n\n\n\n

The ultimate aim is always the same: helping children learn. Whatever activity we choose, it should serve that purpose. By moving away from the mindset of English as merely a subject and embracing it as a skill, we can create classrooms where students develop confidence, creativity, and the ability to express themselves effectively.<\/p>\n\n\n\n

English as a living skill<\/em><\/strong><\/p>\n\n\n\n

English is much more than a subject to be studied for examinations. It is a skill that enables communication, connection, creativity, and opportunity. When educators intentionally combine concept learning with skill development, students begin to understand not only what they are learning but also why and how they can use it in their lives.<\/p>\n\n\n\n

My experience has shown that when students are given encouragement, opportunities to practise, and safe spaces to make mistakes, they flourish. They become more confident, more curious, and more willing to express themselves. The transformation may not happen overnight, but it is real and meaningful.<\/p>\n\n\n\n

As educators, our role is not simply to teach English. Our role is to help students live the language, use it purposefully, and discover the possibilities it can create in their lives.<\/p>\n\n\n\n

Contact details<\/em><\/strong><\/p>\n\n\n\n

Lekshmi S Nair<\/p>\n\n\n\n

Subject Matter Expert – Verbal Ability, Department of School Education, Govt of Tamil Nadu<\/p>\n\n\n\n

M: 7559827223<\/p>\n\n\n\n

E: lekshmisheejasanthosh@gmail.com<\/p>\n","protected":false},"excerpt":{"rendered":"

Lekshmi S Nair, Subject Matter Expert – Verbal Ability, Department of School Education, Govt of Tamil Nadu, explains how, when English is taught as a skill, students begin to see its purpose beyond the classroom. They learn not just what the language is, but how they can use it in real life. Opening doors beyond…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[],"class_list":["post-465","post","type-post","status-publish","format-standard","hentry","category-voices_in_education"],"_links":{"self":[{"href":"https:\/\/schoolreformer.com\/blog\/wp-json\/wp\/v2\/posts\/465","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/schoolreformer.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/schoolreformer.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/schoolreformer.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/schoolreformer.com\/blog\/wp-json\/wp\/v2\/comments?post=465"}],"version-history":[{"count":1,"href":"https:\/\/schoolreformer.com\/blog\/wp-json\/wp\/v2\/posts\/465\/revisions"}],"predecessor-version":[{"id":467,"href":"https:\/\/schoolreformer.com\/blog\/wp-json\/wp\/v2\/posts\/465\/revisions\/467"}],"wp:attachment":[{"href":"https:\/\/schoolreformer.com\/blog\/wp-json\/wp\/v2\/media?parent=465"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/schoolreformer.com\/blog\/wp-json\/wp\/v2\/categories?post=465"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/schoolreformer.com\/blog\/wp-json\/wp\/v2\/tags?post=465"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}