Our Approach to English
At Learning Companions, we do not treat English as a subject to be memorized. We see it as a tool for learning, access, and expression—especially important in today’s world where English often acts as a gatekeeper to information, opportunities, and confidence.
But we also recognize that most children (and even fellows) are learning English as a second or third language, with very limited exposure in their homes or communities. That’s why we use simple, repeatable, and high-impact strategies that help children build strong foundations—not through pressure, but through regular practice and real use.
We focus on two key strategies:
Strategy 1: Building Phonics and Vocabulary Through Games and Activities
What we’re trying to build:
- Phonics: Ability to connect letters with sounds, and use those to decode and read words.
- Vocabulary: A growing bank of familiar words that children can recognize, understand, and eventually use in reading, writing, and conversation.
How we do it:
We use a variety of games, chants, flashcards, matching tasks, picture-word cards, and storytelling tools to build these two core skills in a way that is engaging, playful, and repeatable.
Children learn best when:
- The learning feels like play.
- They hear, see, and use the words multiple times in different ways.
- They feel successful early and often.
- The focus is on understanding, not memorization.
For Fellows:
In the introductory workshops, fellows will:
- Experience these games themselves.
- Learn to identify which game builds which component (phonics or vocabulary).
- Learn where to find or how to prepare materials with minimal resources.
- Practice modifying the activities based on their children’s level.
This ensures that fellows don’t just run “activities,” but actually understand why each activity is being done and what skill it is building.
Strategy 2: Sentence-Based Translation Practice (With Controlled Variation)
What we’re trying to build:
- Sentence structure awareness (word order, tense, subject-verb agreement).
- Meaning-level translation (not word-by-word).
- Confidence in using English to express familiar ideas.
How it works:
- The fellow gives a simple sentence (e.g., He eats fruits) and asks children to translate it to/from English—depending on the group’s current level.
- The sentence should be slightly above what most children can do easily—not too hard, but challenging enough to stretch.
- Once the fellow finds a level where most children struggle or make errors, they begin repeat-practice with slight variation:
- He eats fruits.
- He eats bananas.
- He eats cake.
- He eats bread.
- He eats rice.
This repetition:
- Keeps the structure constant, so children focus only on the small change.
- Allows confident children to answer quickly.
- Gives slower learners a pattern they can pick up.
- Gives the teacher clear insight into which words/structures are working and where support is needed.
Over time, this develops comfort with:
- Common sentence patterns.
- Key verbs, pronouns, and objects.
- Switching between English and home language with understanding.
Group + Individual Use:
- First, ask children to try individually (in notebook or quietly).
- Then, check together in a large group—spot errors, highlight patterns, praise efforts.
This helps children feel supported in both personal effort and shared learning.
Why These Two Strategies Work Together
These strategies are simple to run, easy to adapt to different levels, and can be repeated often. Together, they ensure that:
- Children hear and use English daily in ways that are meaningful to them.
- Fellows can track progress without formal tests.
- Language learning becomes active, visible, and confidence-building—not intimidating or boring.