With reference to my previous article ‘Grammar Can Always Wait’, I must apologise to Marie Sobolewski for not making it very clear as to where I was writing from since my letter had given the idea that I teach English to students who speak English as their first language. On the contrary, I work in the Maldives where children learn English as a second language like their Sri Lankan counterparts.

However, I do agree with the rest of her letter and would like to add something more on the subject. I couldn’t agree more with her on using different strategies and teaching materials for teaching English and I think that is where we need to start from. Firstly, our schools need to be better equipped with resources; both physical and human, if we are genuinely interested in helping our children learn English. It is a fact that our teachers do not have the luxury of using a variety of materials which are interesting, enjoyable and effective. A textbook by no means is sufficient and we need a range of authentic materials for the purpose. In addition, teachers should be given constant opportunities to improve themselves by taking part in seminars, workshops etc.

Nevertheless, having resources doesn’t make much of a difference unless there is a friendly atmosphere where children feel that they are welcome to use the language. This is the very reason why I oppose teaching them formal grammar. Grammar means accuracy and by stressing the need to be accurate we inhibit our children and kill their enthusiasm. My point is we must expressly tell them that it is quite natural to make mistakes and it is a healthy sign of learning and, therefore, they need not feel shy about it. Tell them many people, including international film stars, sport stars and politicians whose mother tongue is not English make a lot of mistakes when they appear on TV and interviews but they are least bothered about it.

The common notion about using English, as I perceive it, is that one has to first be perfect and then use it whereas I feel it is the other way round. Instead of banging our heads against thick grammar books, we can master the language by means of reading, listening, writing and speaking. Nothing is better than exposure when it comes to learning a language.

Whoever reads my article must not come to the conclusion that I am trying to rule out the necessity of correct grammar. My argument is that grammar should not be the basis of teaching or learning English as it is regarded generally in our context.

K C P de Silva