Why It's So Important For Our Students To Stop Translating and Start Thinking in English

By contrast, how often do we have students who provide a natural-sounding reply,
spontaneously and automatically, without even blinking an eye? Chances are most of our
students still translate in their heads – at least some of the time. Our goal as teachers is to
guide students towards increasingly thinking in English and drop the crutch of translation.
But we all know this is precisely one of the hardest things to achieve. So how do we do that?
How can we effectively get our students to think in English?
Why it’s so important for our students to stop translating and start thinking in English
1. Consider their main goal. They want to learn to speak English, not become translators.
There’s no point in them speaking their native language in their heads while they’re
trying to learn another.
2. It’s counterproductive. The constant comparison of one language to another hinders

naturally flowing speech. Experienced interpreters are real pros at this, but our
students are not.
3. Some things are simply too hard to translate. This creates a situation where the
student is desperately trying to remember how to say the one word they have in their
minds in English, while they should be trying to recall a recent lesson instead.
Now, that we’ve established the importance of getting students to think in English for the
duration of the class, let’s see ways to help them achieve this ever-elusive state.
How to Get OUR Students to Stop Translating and Start Thinking in English
1. Use an English-English Dictionary
If we teach by only speaking English in class, then we often supply

definitions or explanations of words in English. Ask students to use Eng-Eng
dictionaries, and it will contribute to our efforts.
2. Mime Feelings and Actions

When we teach feelings like “sad”, “happy”, “scared”, etc…it’s a lot
simpler to translate them. But it’s so much more fun to act them out – for us
and our class! The same goes for actions like opening closing things,
walking, running, etc.
3. Teach Language in Context
A student a writes a word on the board, points to it and asks what it means.
Most of the time we have no idea where they got it, which leads us to ask
questions about the context. After all, there are plenty of words that have
different meanings in different contexts. This is precisely why language
must be taught in context. For example, would we teach the Past Simple by
presenting a list of verbs and their past forms? What if there are verbs they
don’t understand? Our best course of action is to introduce the context first.
Tell students what we do every day, and then tell them what we did
yesterday. This eliminates any need for translation.
4. Introduce Set Phrases as Set Phrases
Has a student ever asked us to translate the meaning of “You’re welcome”?

In most languages a literal translation is ridiculous, but providing a similar
phrase in the students’ native language is not necessary, either. When
students ask for translation simply say a set phrase is a set phrase. Make sure
they understand it’s a reply to “Thank you”. They will probably figure out
the equivalent in their language, but with some expressions an equivalent is
hard to come by – think of proverbs or idiomatic expressions. The goal is for
them to understand the meaning of the phrase and when it’s used.
5. Use Visual Aids
Like miming, visual aids such as flashcards, illustrations, posters and

even video are great ways to avoid translation.
6. Use Opposites or Synonyms
Use words they already know in lead in questions: Are you happy to see
your friend? You’re glad to see him. Check out these other great ways
to teach vocabulary. No translation needed at all
7. Teach Language in Groups
The need for translation will be eliminated if you teach words in groups that
make sense, for example, “eat” and “drink” with a list of food items.
8. Pretend You Don’t Understand
If students try to say things in their own language, simply say I don’t
understand. Try to lead them to say what they want to say in English. This is
by far my favorite strategy. If a student speaks to me in Tamil, I love to say,
I’m not understand what u saying, and my face reaction will show them that
im asking them to talk in English.I’m also a good actress. Because it’s
funny, it predisposes students better than a reprimand!
Try These 6 Involving Activities for Students to Speak
Up
1. 1
This is How We Roll
You can use this simple game as a get to know you

at the start of school or later as a get to know you
better activity. All you need is one standard die and
six questions – either ice breakers or ones that elicit
opinions, experience or other personal thoughts. Be
creative and choose the ones you’d like to hear your
students answer. Give students a list of the
questions, and make sure they are numbered on the
paper. Then, have students take turns rolling the die.
Whatever number they roll, that is the question they
must answer. You could do this activity as a class, in
smaller groups or as a public speaking activity. For the
latter, have students prepare answers to each question
as homework and then have them share in front of the
class after they roll.
1. Human Experience Bingo
Your students are probably already familiar with the

rules of Bingo. Simply get five numbers in a line on a
chart. You can use this as a basis for another get to
know you game. Work with your class to compile a list
experiences that a person might have had. For
example:
 Gone scuba diving

 Made a birthday cake
 Eaten sushi

1. These would be good experiences and work together

on the list until you have about 30-40 different
experiences. (You can also compile the list on your own
if you prefer.) Then, give students a blank bingo board
(a 5x5 chart) and have them write one experience in
each of the boxes. On your word, students mingle and
talk to each other to find someone with each
experience they have chosen. If a student finds
someone who, for example, has gone scuba diving,
that student signs the square where your student wrote
it on his Bingo board. The first person to get five in a
row yells, “Bingo!” Another variation is to arrange
students speed dating style: two rows of chairs facing
each other. Each pair then gets two minutes to talk with
each other. When time is up, the students in one row
shift one chair to the right. The game is over once
someone has gotten five spaces in a row on their bingo
board.
2. 3
Character Trait Roulette
This game works best for students who already

know each other fairly well. Work as a group to come
up with a list of several character traits a person might
have. (Try to stick to positive traits.) You might include
adventurous, sympathetic and generous. Then write
these traits on small slips of paper and put them in a
bag. Each person takes a turn drawing one character
trait from the bag in front of the class. The student must
then announce who in class (and you are fair game,
too) possesses that character trait. Of course, a name
isn’t enough. The person must tell a story or give an
example of why he made his particular choice.
3.
4. 4
Story Starter Hot Potato
Put the list of story starters in your writing drawer

to double duty with this silly and fast paced
game. Students play in small groups of around five
members. Students should arrange their seats in a
circle. Give your class a story starter at the beginning of
the round. Starting with the person whose birthday is
closest to today and them moving around the circle,
each person gives his group one sentence of the story.
After one person is done, the person sitting to his left
adds a line where the first person left off. Students
continue around the circle, adding one sentence at a
time, until the music stops or until you give another
signal. Whoever is in the middle of his sentence or is
struggling to think of a sentence when the music stops
is out. He must leave the circle. Then students play a
second round either continuing the story or with a new
story starter. When you stop the music, whoever’s turn
it is is eliminated. Play continues until the final round
when the person not speaking when the music stops is
the winner.
5. 5
Find Your Partner
Prepare a small slip of paper for each student in

your class. Each paper should have one word on it
that goes with a word on another slip of paper. For
example matching pairs might be:
 Fork and spoon

 Day and night
 Bat and ball
 Table and chairs
Fold the papers and put them into a hat. Each person then draws one slip of
paper. On your word, students must circulate and talk to one another trying to
find their partner. Once two people think they are a match, they come to you
to see if they are right. If they are, they sit down. Play until everyone has found
their partner. Then have those partners work together to create a new pair of
words that go together. Repeat the game with these student given examples.
1. 6
Hide and Speak
To prepare for this energetic and fast paced game,

write several questions each on one index card or
post-it note. These questions can be get to know you
questions, comprehension questions or questions using
current vocabulary words. Before your students arrive,
hide these cards throughout your classroom. At the
start of class, break your students into two teams.
Explain that you have hidden cards throughout the
room. On your word, students will search the room for
the cards you have hidden. They can only pick up one
card at a time. When a student finds a card, he must
bring it to you and answer the question on the card. If
he answers it correctly, he earns the card for his team.
If he does not answer it correctly, he must get someone
else from his team to help him find the answer. Once
students have correctly answered the question on their
card, they can search for another card. At the end of
the game (after a certain amount of time or when all the
cards have been found) the team with the most cards in
their possession wins.

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By contrast, how often do we have students who provide a natural-sounding reply,

2. It’s counterproductive. The constant comparison of one language to another hinders

1. Use an English-English Dictionary

If we teach by only speaking English in class, then we often supply

2. Mime Feelings and Actions

3. Teach Language in Context

4. Introduce Set Phrases as Set Phrases

Has a student ever asked us to translate the meaning of “You’re welcome”?

Like miming, visual aids such as flashcards, illustrations, posters and

6. Use Opposites or Synonyms

7. Teach Language in Groups

8. Pretend You Don’t Understand

This is How We Roll

You can use this simple game as a get to know you

1. Human Experience Bingo

Your students are probably already familiar with the

 Gone scuba diving

1. These would be good experiences and work together

Character Trait Roulette

This game works best for students who already

Story Starter Hot Potato

Put the list of story starters in your writing drawer

Find Your Partner

Prepare a small slip of paper for each student in

 Fork and spoon

Hide and Speak

To prepare for this energetic and fast paced game,

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