So, you want to connect with your students, right?
But how do you teach a Russian native speaker the "I am" form when their language doesn’t even have it? Have you ever tried explaining your theory in English? Did it truly resonate with them, or did you, like me, encounter blank stares and confusion?
And how do you explain the causative form to a Greek native speaker, when Modern Greek doesn’t rely on such syntax at all?
But let’s start from the beginning. Where am I coming from?
I must explain why I wrote this article and whether I am qualified to provide you with useful insights about teaching grammar.
Despite the initial title promising tips on Mastering the Art of Teaching English Grammar, I make no claims of being a “master.”
Instead, I am a lifelong learner, and for the last thirty years, constantly refining my methods to improve my students’ lives—not just for passing ESOL exams, but for fostering critical thinking and effective communication.
My insights stem from experience. I’ve been raising my two sons, Achilleas and Odysseas, in a trilingual environment where Russian, Greek, and English blend seamlessly.
Their bilingual education at the European Education School in Heraklion has proven to me the value of multilingual approaches.
Plus, authoring a grammar book for ESOL exam preparation (Η Γραμματική των Αγγλόφωνων Εξετάσεων στα Γρήγορα!) deepened my understanding of grammar’s role as a tool for clarity and creativity in communication.
I call my teaching process Language Bridging.
It’s about taking thoughts from one’s first language and expressing them fluently in another—not just by translating words, but by choosing grammar and phrases that make sense to native speakers.
This approach turns language into a bridge for connection, not a barrier.
Have you taught your two-year-old to say “έλα”?
This simple command, the imperative form of “έρχομαι” (to come) in Greek, is an example of innate language acquisition.
Young children, particularly under seven, learn language intuitively without explicit grammar. This aligns with Chomsky’s Universal Grammar theory, suggesting humans have an innate capacity for language.
During this critical period, they absorb complex structures naturally. Afterward, language learning requires conscious effort and structured teaching, where the Language Bridging approach becomes essential.
Eight-year-olds are different!
Language Bridging focuses on learners older than eight, as they must consciously understand and apply grammar.
For example, consider the challenge of teaching the English verb “to be” to Russian speakers.
In Russian, the phrase “Я устал” (ya ustal) translates directly to “I tired.” Unlike English, Russian omits the verb (be) in the present tense. To form the correct English sentence “I am tired,” the linking verb “am” is necessary to connect the subject to the description.
This difference emphasizes the importance of “to be” in English grammar as a connector, a concept that must be explicitly taught.
When an 11-year-old asks, “How do you translate ‘am’ into Russian?” the answer is simple: there’s no direct equivalent.
Russian skips the verb entirely in the present tense. However, in the past and future, forms of “to be” do exist, as in “Я был” (I was) and “Я буду” (I will be). Using such examples helps students understand how languages approach similar concepts differently.
To teach this effectively, begin with simple English sentences like “I am happy” or “She is a teacher.” Compare them with their Russian equivalents, such as “Я счастлив” (I happy).
Encourage students to create their own sentences using “am,” “is,” and “are,” then translate similar phrases into Russian. This highlights the omission of “to be” in their native language.
By contrasting the two systems through relatable examples and interactive exercises, students can better grasp this essential difference, making learning both effective and enjoyable.
Knowing your students’ mother tongue is an invaluable asset
Understanding a student’s native language is an invaluable asset for ESOL teachers, especially when applying the Language Bridging approach.
It helps teachers explain differences and similarities between English and the students’ first language, making complex concepts easier to grasp.
For instance, when teaching verb tenses to Greek speakers, knowing that the Greek verb "παίζω" corresponds to multiple English forms—such as "I play," "I am playing," "I have played," and "I have been playing"—allows the teacher to illustrate how English conveys time and continuity more specifically.
These comparisons not only clarify meaning but also help students connect new knowledge to their existing understanding.
This insight is equally critical when teaching grammatical structures absent in the students’ native language.
Consider explaining the English causative form to a Greek speaker. The Greek phrase "έβγαλα το δόντι μου" implies the speaker performed the action, but in English, “I had my tooth taken out” specifies that someone else (like a dentist) did it. Drawing attention to such distinctions helps students communicate more accurately and confidently.
In Essays and Speaking too
Last but not least, the Language Bridging philosophy helps ESOL students craft essays by understanding topics in their native language, organizing ideas clearly, and connecting structures to English. This ensures logical flow, accurate grammar, and confidence, equipping students to excel in writing and mastering English through thoughtful teaching materials.
By using relatable examples and culturally sensitive approaches, ESOL teachers bridge language gaps, inspire confidence, and empower students for effective communication and success in their ESOL exams.
