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| Beyond Fluency: Rethinking Spoken English Education | | | Dr Vijay Garg
Teaching a language requires an understanding of how learners acquire language, how errors can be addressed, and how communicative competence can be developed
A classroom full of learners stands with their hands over their hearts, repeating in unison: “From today, I will speak only in English. I can speak in English.” The exercise resembles a pledge — solemn, collective, and hopeful. For many, it marks the start of a journey toward confidence and self-improvement. Yet, one cannot help but wonder: can fluency in a language truly be achieved through such declarations?
This scene is not unusual. With the onset of the vacation season, several spoken English centres appear across towns and cities, offering attractive packages and persuasive promises. Advertisements assure learners that fluency can be attained within two to three months. Some even guarantee a refund if the goal is not achieved. For students preparing for higher studies or job interviews or looking for social mobility, such claims are difficult to resist since English has become a global necessity and the pressure to acquire it quickly is immense. However, beneath these assurances, lies a more complex reality about how languages are actually learned.
In many centres, training is built around predictable conversational patterns. Learners are taught to introduce themselves, describe their hobbies and discuss their ambitions, and respond to routine questions. These are useful starting points but the method often relies heavily on memorisation. Students internalise fixed sentences and reproduce them with confidence, creating the impression of fluency in controlled environments.
Thinking in English
Yet, language is not a set of ready-made expressions to be recalled on demand. It is a system that must be actively constructed in the mind. The first step in communication occurs in thought, where ideas take shape before being articulated. When learners rely primarily on memorised phrases, they struggle in unfamiliar situations that require spontaneous expression.
The reliance on translation further complicates this process. In many classrooms, concepts are explained in the regional language and then translated into English. While this may make learning appear easier, it prevents learners from thinking directly in English. Instead, they become dependent on a mental translation process, which slows communication and restricts originality. True fluency emerges only when the language becomes a medium of thought rather than a tool of conversion.
A striking feature of some spoken English programmes is the neglect of essential components of language learning. Grammar, for instance, is often dismissed as unnecessary with the argument that spoken English requires only practice. While an excessive focus on rules can indeed hinder fluency, the absence of grammatical awareness leaves learners without the structural framework needed to form coherent and accurate sentences.
Pronunciation is another overlooked area. Few centres offer systematic training in phonetics, which is crucial to develop clarity and intelligibility. Without this guidance, learners rely on approximations influenced by their first language, leading to persistent errors that can affect academic and personal communication in academic and professional settings.
Equally important is vocabulary. Effective communication depends not merely on confidence but on the availability of words to express thought. Many students, including those educated in English-medium institutions, struggle with limited vocabulary. This restricts their ability to think and articulate ideas in English. Vocabulary building is a gradual process that requires sustained exposure to reading, listening, and meaningful interaction. It cannot be achieved through short-term courses alone.
Quality and regulation
The issue of trainer qualifications raises further concerns. In several centres, instructors are graduates, or even less, with minimal training in language pedagogy and limited professional experience. Teaching a language is not just about speaking it but requires an understanding of how learners acquire language, how errors can be addressed, and how communicative competence can be developed.
This situation bears an unsettling resemblance to the phenomenon of pseudo-medical practitioners who, without proper qualifications, work in clinics or set-up their own practice. Reports of such cases frequently appear in the news, raising serious questions about public safety and professional standards. While the consequences in language education may not be as immediately visible, the long-term impact on learners’ confidence and competence can be significant.
It would, however, be unfair to dismiss all spoken English centres. For many learners, especially those who hesitate to speak, these spaces provide an initial platform to overcome fear and build confidence. The concern lies not in their existence but in the methods they employ and the expectations they create.
Given the increasing importance of English in education, employment, and everyday communication, there is a need to view language training as a serious and responsible enterprise. Regulatory oversight could help ensure that centres maintain basic standards. Fluency cannot be packaged, priced, and delivered within a fixed duration. It is cultivated over time, through consistent practice, meaningful exposure, and intellectual engagement.
Dr Vijay Garg Retired Principal Educational columnist Eminent Educationist street kour Chand MHR Malout Punjab |
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