Thinking in English by John B. Muciaccia

Author:John B. Muciaccia
Language: eng
Format: epub
Publisher: R&L Education

Chapter Seven

The Misnomer of “Learning English”

The expression “to learn English” is colored with the idea of learning the rules of the English language. This is the connotation which “learn English” gives. To say that one should “learn golf” is also a misnomer. Golf is a sport that a person has to “play.” Play connotes a physical involvement in “doing” or performing an action.

The action of “thinking in English” is more efficient than the concept of “learning English.” In this way, a person can communicate and converse in English rather than just know the language. Thinking and conversing in English are mental and creative processes in which the student can learn by doing. One must think in a language in order to be successful at speaking, reading, and writing it.

The distinction between “learning English” and “thinking in English” exists because the value of these words is important. It would be interesting to witness the higher success rate that could be easily attained in the classroom if schools were to change students’ expressions from “I am learning English” to “I am thinking English,” even without changing their teaching method. Making people aware of the conscious act of thinking might noticeably raise the ability levels in speaking the language.

If language classes in high school and college bulletins were titled “Thinking in English I,” “Thinking in English II,” and “Advanced Thinking in English,” the success rate in teaching might increase. Students would be encouraged to converse in English rather than being offered the onerous task of learning English. There is an empowering pattern that comes with this shift from “learning” a language to “thinking in” a language. To some the change may appear insignificant, but since our thoughts follow our words, we want our words to connote the correct type of thought by describing the activity correctly.

This is not a matter of being too particular, but a matter of giving the correct energy to our work. Education is a profession of the intellect, so it would be correct to intuitively think our way to mastering the English language.

The adult ESL student presents a special and sensitive profile which the teacher should take into consideration when planning and executing a lesson. Many of them already have children of their own and usually enter class with much hesitation. They are often people who are very successful in their lives but who now find they need to learn English and the American culture; not being able to speak English only adds to their frustration of being foreign in a foreign land.

Making the shift from learning to thinking may very well turn a difficult task into a relatively easy one. Thinking the language is more adaptable to the ESL student.

At times, students will admit that they had wanted English lessons for some time before they actually begin to take them. There is a great fear of the unknown operating in most of them, but once the lessons start, they realize that learning conversational English is possible and that becoming familiar with the American culture is not that difficult.

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