A Study on “Think in English” Method for Primary School Students in India

Abstract

This study examines the Think in English method, an innovative approach designed to enhance fluency by training students to think directly in English rather than translating from their native language. Conducted among primary school students in Tamil Nadu, a region where Tamil is predominantly spoken, this research addresses specific cognitive and cultural challenges encountered by learners who naturally default to thinking in Tamil before translating thoughts into English. Translation-based thinking can create barriers to fluency, hindering spontaneous language use. By promoting direct thought formulation in English, the Think in English method seeks to cultivate linguistic agility and fluency in young learners, laying the groundwork for improved long-term language proficiency. The study integrates principles from Linguistic Anthropology, particularly focusing on how cultural adaptation enhances second language acquisition. This anthropological perspective suggests that language learning is not only a cognitive process but also a cultural one.  The research employed quantitative (fluency surveys, cognitive strain assessments) and qualitative (observational analyses, student interviews) methods to gauge fluency, memory retention, and perceptiveness improvements. The results (findings) suggest that a culturally contextualized approach to language learning, such as Think in English, can support natural fluency development more effectively. These insights have broader implications for multilingual education globally, highlighting the method's potential to inform curriculum design and teaching strategies that prioritize cultural immersion, linguistic confidence, and cognitive ease in real-world language use.