The Importance of Creating English-Using Classrooms

There are three main reasons why English must be used as a means of communication in English language classes all around Turkey. Although having years of English classes, Turkish students experience difficulties in the acquisition and the use of the language in real life. They commonly tend to speak in their native language in classrooms if not compelled to speak in English. Also, the students in Turkey have no other input of the target language except their teachers in English classes. These main problems in teaching English to Turkish students can only be solved by creating English-using classrooms.

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Language as a tool for Communication

Languages can be learned in two distinct ways, namely language learning and language acquisition. If and when we, as teachers, try to enhance the students’ communication abilities, it would definitely be better to take an acquisition-based approach. While we tend to use native language more in the language learning approach, language acquisition needs the target language to be used on every occasion so that students can internalize the knowledge more quickly. The acquisition-based method brings real life into the classroom, creating a more intuitive environment. For instance, when teaching the present simple tense, it is always more effective to form sentences and use them in the classroom in a natural interaction rather than explaining the subject in the native language. The language skills of a learner can only be developed by using the language in real life as much as possible.

Pronunciation Issues

Communication in a foreign language in real life is difficult for Turkish students because the Turkish language family belongs to a different language family than English. Being exposed to a language from a different language family is the only way to enhance the development in any of the key areas of language learning. For instance, the pronunciation of words of different language families is developed in very different ways. Let’s take the pronunciation of the word “comfortable” as an example. Turkish students without being exposed to the English language by strict rules will tend to read this word in a wrong way, thinking the “-table” part is pronounced as the word “table”. But when the classroom rules impose students and the teachers speak only in English, students will be exposed to the correct use of the language and therefore they will learn it very fast.

Turkish students have no opportunity to use foreign languages out of the classrooms. The only way to use it is via in-class communication because the teacher is the only input not only for class but for life. Since the teacher knows how to carry on a language process, he/she bears the key role in language acquisition. The more the students try to communicate with the teacher, the easier they become familiar with the language. However, it is impossible to make use of English in native language speaking classes. In order to do that, it must be necessary to set up class rules and create an English-speaking environment in the classrooms.

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Learning English in Turkey is a challenge as the points mentioned above are not conducted in English language classes properly. This problem can be overcome by realizing that students learning English as a foreign language must be supported in every possible way in the classroom. It should also be kept in mind that the teachers bear the major responsibility in the learning process. Conducting an acquisition-based approach, encouraging students to communicate in the target language, being a role model as a unique source of accurate knowledge are the main steps to take. Therefore, creating English-using classrooms and making use of English all the time during the classes will undoubtedly benefit their learning.