When Language Class Forgets the Language

It’s a story that echoes in classrooms thousands of miles apart. A student spends over a decade studying a language, yet emerges unable to hold a simple conversation. The words they’ve memorised feel hollow, the grammar patterns mysterious. The goal of communication feels lost, replaced by the pressure to perform on a test.

This isn’t about a lack of effort from students or teachers. It’s about a fundamental flaw in how we sometimes approach language education: treating the living, breathing art of communication as a static academic subject to be dissected, rather than a skill to be practiced and enjoyed.

The Memorisation Trap

In this system, success is measured by recall.

• Students become experts at memorising essays, poems, and vocabulary lists.
• The focus shifts from understanding to regurgitating.
• The language itself—its structure, its rhythm, its practical use—is often sidelined.

The result? A generation that can analyse a classic text but can’t ask for directions or share a personal thought in the language they’ve studied for years. The joy of connection is replaced by the stress of examination.

Two Worlds, One Problem

This phenomenon isn’t isolated. Consider two distinct contexts:

• A Heritage Language: In one country, students learn a national language from age four. Yet, after 14 years, their ability to speak it is minimal. The curriculum prioritises literature analysis over conversation, creating a frustrating cycle where the language is associated with academic pressure rather than cultural identity or daily life.

• A Global Lingua Franca: In another, a major world language is taught with a heavy emphasis on grammar drills and standardised tests. Students achieve high scores but lack the confidence or practical skill to engage in real dialogue. The language is seen as a key to a test score, not a key to the world.

The common thread? The “why” is missing. Students aren’t shown the practical, empowering, and enjoyable reasons to learn.

Breaking the Cycle: From Subject to Skill

So, what’s the solution? It requires a foundational shift in perspective.

For the heritage language, the priority must be speaking. The goal should be creating speakers, not just scholars. This means:

• Dedicating class time to conversation and practical use.
• Teaching the mechanics of the language alongside its literature.
• Connecting the language to modern life and identity.

For the global language, the focus must be on communication. The goal is building bridges, not just filling in answer sheets. This involves:

• Prioritising interactive activities and real-world tasks.
• Showing students the tangible benefits—connecting with global media, cultures, and people.
• Fostering curiosity about the world outside the classroom.

The Ripple Effect

This isn’t just about linguistic competence. It’s about openness and understanding.

• A practical, engaging approach to a heritage language can revitalise cultural identity and pride.
• A communicative approach to a global language can foster international connection and break down cultural barriers.

When we teach language as a mere subject, we risk creating resentment and apathy. But when we teach it as a living tool for connection, we empower the next generation. We give them not just words, but a voice.

The teachers who ignite this passion are invaluable. They are the ones who demonstrate that language isn’t a barrier—it’s an invitation. And for students everywhere who feel stuck memorising empty words, know this: the ability to understand and be understood is one of life’s most beautiful skills. It’s a goal worth fighting for, in any language.