Edem Dogbey is an English instructor based in Tokyo, Japan. He writes about innovative language teaching methods, with a focus on creating empathetic, effective classroom experiences. Currently working as an independent contractor, he aspires to transition into university-level ESL teaching in Japan.

E-mail: dogbey.edem@gmail.com 

 

 

Introduction

 

When teaching English to beginner-level learners, one of the biggest mistakes we make is treating the language like a set of scientific formulas to be memorized. In the quintessential classroom of traditional, test-focused educational systems, English is often taught as though it were physics; it’s rigid, theoretical, and abstract. Language, however, is a far cry from the aforementioned descriptions. Language is dynamic, flexible, and has a certain “feel” to it.

 

The problem with the “Physics” Approach 

Picture this: you walk into a physics class and sit down. Immediately, all sorts of theories, equations, and vocabulary you’ve never heard before are being thrown at you without any context. Doesn’t feel good, does it? That’s how many beginner-level English learners feel.

This method relies heavily on grammar drills, vocabulary lists, and some pretty unnatural textbook dialogues. Learners may know the structure of the present perfect tense, but they choke when asked, “How was your weekend?”

Why? Because they’ve been trained to decode language like a formula; not use it as a tool for expression.

 

What language really is

Language is instinctive. We don’t learn our first language by studying grammar rules, but rather through interaction, repetition, and real-life use. Babies don’t sit down with textbooks in their lap. They listen, observe, repeat, and gradually experiment; with zero fear of making mistakes. This is how language sticks.

For beginner-level learners, especially adults, we need to replicate that natural process as much as possible. The focus should shift from knowledge about the language to using the language. There should also be some emphasis on making sure the process is enjoyable.

 

Teaching English like a language, not science

1. Start with purpose, Not perfection

 

Beginners should be encouraged to speak from Day 1. It doesn’t need to be correct; it needs to be real. Asking “What do you like?” is way more powerful than drilling “do/does” for 20 minutes. Language acquisition thrives on meaning, not accuracy. When someone is talking to you in real life, your focus is on understanding what they’re saying, not the accuracy of their words.

2. Use context and relevance

Teaching language that matches learners’ real-world needs is very important. A student who wants to travel doesn’t need to master passive voice; they need to ask for directions, order food, and make small talk. There’s no need to teach a company CEO how to answer the office phone at the reception area. Basically, teach what matters now.

3. Make it physical and visual

Abstract rules don’t stick, but movement, visuals, and experiences definitely do.

Incorporating gestures, props, and images into lessons goes a long way by building memory and engagement. For example, a lesson on prepositions comes alive when learners physically move around the room using “on/in/under/next to,” etc.

 

4. Encourage play and experimentation

Just like children learn through play, adult beginners benefit from games, storytelling, role plays, and improvisation. It’s important to consider the attention span of your students. These activities reduce anxiety and boost spontaneous use of language.

5. Be a conversation partner, not a lecturer

The role of a teacher should shift from knowledge-giver to communication facilitator. It’s imperative to listen more than you speak. Ask open-ended questions to get the students talking as much as possible. And in the process, make sure you’re celebrating their effort more than catching their mistakes. Remember, at the beginner level, now is not the time to focus on accuracy.

 

Rethinking success

We need to redefine what success looks like in beginner English classes. It’s not about perfect grammar. It’s about confidence, connection, and the ability to navigate simple conversations. It’s about the listener’s ability to understand what is being said by the speaker and vice-versa. I remember when I’d tease my grandma for mispronouncing words (for example, she’d say “brade” instead of “blade”), and her retort would be, “You understood me though, didn’t you?!”

It’s a win if a student can say, “I like sushi. You?” If they can ask, “Where is the toilet?” when they’re pressed, they’ve got more success than someone who has 50 verbs memorized but can’t use them.

 

Conclusion

English is NOT physics. It’s not about solving problems on paper; it’s about expressing thoughts and being understood, building relationships and making life easier in an ever-changing global world. If we want our students to thrive, as well as keep being interested in improving and using English long after moving on from our lessons together, we need to stop treating the language like a set of scientific formulas and start treating it like what it truly is: a human skill.

Let’s make the classroom a space of interaction and communication, not calculation.

 

Coming soon! Please check the Pilgrims in Segovia Teacher Training courses 2026 at Pilgrims website