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.

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.

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.

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.

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 everchanging 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.

Content extracted and adapted from: https://www.hltmag.co.uk/oct25/english-should-not-be-taught-like-it-sphysics