University of Baghdad

College of Education of
Human Sciences Ibn-Rushd
Department of English

Teaching English without teaching

English

Submitted by
Ali Shimal, Mera Emad,

Supervised by Asst. Prof. Dr

Bushra Ni'ma Rashid

2022-2023

1-Introduction

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Teaching English without teaching English is gaining popularity among
language educators. According to a study by Ahmadian and Davoudi (2020),
this approach emphasizes using the target language naturally and
communicatively in real-life situations rather than relying on explicit
instruction and grammar drills. The authors suggest that this approach is
based on the principles of immersion and language acquisition theory, which
emphasize the importance of exposure and interaction in meaningful
contexts for language learning. They argue that this approach can help
learners develop their language skills more naturally and effectively, leading
to better communication and fluency in the target language.
A growing body of research supports the effectiveness of teaching English
without teaching English. Ellis and Shintani (2014) conducted a study
comparing the effectiveness of task-based language teaching (TBLT) and
traditional grammar-focused instruction in improving Japanese learners'
speaking ability. The results showed that the TBLT approach, which
emphasizes communication and language use in real-life situations,
improved students' speaking proficiency more effectively than the traditional
approach. Similarly, Nunan (2004) found that content-based instruction,
which integrates language learning with the subject matter, improved
learners' overall language proficiency more effectively than traditional
grammar-based instruction.
While teaching English without teaching English has shown promise in
improving language proficiency, it may only be suitable for some learners.
As Kumaravadivelu (2003) noted, this approach may require more time and
resources to implement than traditional instruction, and some learners may
prefer a more explicit and structured approach to language learning.
Teaching English without teaching English is a concept that has gained
popularity in recent years. The approach emphasizes using language
naturally and communicatively rather than teaching it through explicit
instruction and grammar drills. Research has shown that this approach can
effectively improve language proficiency, particularly in speaking and
listening comprehension (Ellis & Shintani, 2014; Nunan, 2004).

1.1.The Aims

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The aims of teaching English without teaching English may vary depending
on the context and goals of the language program. However, some common
aims of this approach include the following:
 Developing communicative competence: The primary aim of
teaching English without teaching English is to develop students'
ability to communicate in English naturally and authentically. This
involves helping students develop their speaking and listening skills
and their ability to use English in writing and reading.
 Fostering intercultural competence: Teaching English without
teaching English can also help students develop their intercultural
competence by exposing them to different cultures and ways of life.
Through language exchange programs and content-based instruction,
students can learn about other cultures and perspectives, broadening
their understanding of the world and enhancing their ability to
communicate effectively across cultural boundaries.
 Promoting learner autonomy: Another aim of teaching English
without teaching English is to promote learner autonomy, by
encouraging students to take an active role in their learning. This
involves providing students with opportunities to set their own goals,
reflect on their progress, and engage in self-directed learning
activities, such as reading and watching English-language media.
the aims of teaching English without teaching English are to help students
develop their language skills naturally and meaningfully while also fostering
their intercultural competence and promoting learner autonomy.
1.2.Procedures
The procedures for teaching English without teaching English may also vary
depending on the specific approach and context of the language program.
However, some standard procedures for implementing this approach include:
 Task-based language teaching: In TBLT, teachers design tasks that
require students to use English in a meaningful way. These tasks are
typically related to real-life situations or problems, such as planning a
trip, organizing a party, or solving a mystery. Students work in pairs
or small groups to complete the tasks, and the teacher provides
feedback and support as needed.
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  Content-based instruction: In CBI, teachers teach subject matter
content through English. For example, in a science class, students
might learn about the human body in English, or in a history class,
they might study world leaders and events through English-language
texts. This approach helps students learn English in a meaningful
context while developing their knowledge in other subject areas.
 Language exchange programs: Language exchange programs
involve pairing students with native speakers of English or with
students from other countries who are learning English. This allows
students to practice their language skills naturally while learning
about other cultures and ways of life. Teachers may facilitate
language exchange programs by organizing partner activities or by
providing guidelines for effective language exchange.
 Authentic materials: In teaching English without teaching English,
teachers often use authentic materials such as films, television shows,
music, and podcasts to expose students to English in a natural context.
This allows students to learn vocabulary, grammar, and cultural
references that are relevant and authentic to their lives.
 Self-directed learning: In promoting learner autonomy, teachers may
encourage students to engage in self-directed learning activities, such
as reading books, watching English-language media, or practicing
speaking with classmates or language partners outside of class.
Teachers may provide guidance and support for these activities, but
the focus is empowering students to control their learning.
The procedures for teaching English without teaching English focus on
providing students with authentic and engaging experiences that allow them
to practice using English in real-life situations while also developing their
intercultural competence and promoting learner autonomy.
1.3.Hypothesis
A possible hypothesis for teaching English without teaching English is that
this approach can lead to more effective and meaningful language learning
outcomes compared to traditional approaches focusing primarily on
grammar and vocabulary instruction. This hypothesis is based on the
following assumptions:

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  Language learning is most effective when contextualized and
meaningful: Research has shown that language learning is most
effective when situated in real-life contexts and involves authentic
communication tasks. By focusing on tasks and content that are
relevant to students' lives, teaching English without teaching English
can provide a more meaningful and engaging language learning
experience.
 Language learning is influenced by cultural and social factors:
Language is not just a system of grammar and vocabulary but also a
means of expressing culture, identity, and social relationships. By
exposing students to different cultures and ways of life through
language exchange programs and content-based instruction, teaching
English without teaching English can help students develop
intercultural competence, which can enhance their language learning
outcomes.
 Learner autonomy is a key factor in language learning success:
Research has shown that learners who take an active role in their
learning and engage in self-directed learning activities tend to be more
successful in learning a new language. By promoting learner
autonomy through self-directed learning activities and encouraging
students to set their own language learning goals, teaching English
without teaching English can empower students to take control of
their learning and achieve better outcomes.
The hypothesis is that teaching English without teaching English can
provide a more effective and engaging language learning experience that
promotes intercultural competence and learner autonomy, leading to better
learning outcomes than traditional approaches. However, further research is
needed to test this hypothesis and evaluate the effectiveness of this approach
in different contexts and with different student populations.
2. Methods of Implementing Teaching English Without Teaching
English
One method of implementing this approach is task-based language teaching
(TBLT). In TBLT, students engage in tasks designed to be relevant and
meaningful to their lives, such as planning a trip or participating in a group
project. These tasks require using English and provide opportunities for
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students to practice communication in a natural context (Willis & Willis,
2007).
Another method is content-based instruction (CBI), which involves teaching
content in English. CBI focuses on using English to learn about a specific
subject, such as science or social studies. This approach allows students to
learn English in a meaningful context while also developing their knowledge
in other subject areas (Snow, Met, & Genesee, 1989).
Language exchange programs are also an effective way to teach English
without explicitly teaching it. These programs involve pairing students with
native English speakers or students from other countries who are learning
English. This allows students to practice their language skills naturally while
learning about other cultures and ways of life (Chen & Lai, 2013).
Teaching English without teaching English is an effective approach that can
improve language proficiency, particularly in speaking and listening
comprehension. Methods such as TBLT, CBI, and language exchange
programs allow students to learn and practice English naturally and
engagingly.
2.1.Some Studies Teach English Without Teaching English
teaching English without teaching English is a relatively new and emerging
field, and there is still limited empirical evidence on the effectiveness of this
approach compared to traditional language teaching methods. However,
some studies have provided insights into the potential benefits of teaching
English without teaching English. Here are some examples:
 Task-based language teaching: A study by Willis and Willis (2007)
found that TBLT can effectively improve students' communicative
competence and motivation to learn English and their ability to work
collaboratively and use English in various contexts. The study also
suggested that TBLT can effectively promote learner autonomy and
enhance intercultural awareness.
 Content-based instruction: A study by Brinton, Snow, and Wesche
(1989) found that CBI can be effective in improving students'
language proficiency, as well as their content knowledge in other
subject areas. The study also suggested that CBI can motivate and

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 engage students more than traditional language instruction, as it
provides a meaningful and relevant context for language learning.
 Language exchange programs: A study by Nishino and Mori (2014)
found that language exchange programs can be effective in improving
students' language proficiency, as well as their intercultural
competence and motivation to learn English. The study also suggested
that language exchange programs provide students with a more
authentic and engaging language learning experience than traditional
classroom instruction.
 Authentic materials: A study by Huang and Eskey (1999) found that
using authentic materials, such as films and television shows, can be
effective in improving students' listening comprehension and
vocabulary acquisition, as well as their motivation and interest in
learning English. The study also suggested that authentic materials
provide a more realistic and engaging context for language learning
than textbook-based instruction.
Overall, these studies suggest that teaching English without teaching English
can effectively promote language learning outcomes, as well as intercultural
competence and learner autonomy. However, further research is needed to
determine the most effective strategies for implementing this approach and
to evaluate its effectiveness in different contexts and with different student
populations.
One way to use the idea of teaching English without teaching English in the
classroom is by incorporating cartoons into language learning. Cartoons can
provide a fun and engaging way for students to practice their language skills
and learn new vocabulary, grammar, and expressions in context.
2.2.Concept of Teaching English Without Teaching English Through
Here are some concepts to consider:
 Use context clues: While watching the cartoon, pause and ask
questions about what is happening on screen. This will help learners
understand the context and meaning of new vocabulary words.

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  Utilize repetition: Many cartoons show repeat common phrases and
vocabulary. Encourage learners to repeat these phrases with the
characters in the show.
 Encourage active listening: Encourage learners to actively listen to
the show and take notes on new vocabulary words or phrases.
 Practice dialogue: After watching an episode, encourage learners to
role-play the dialogue between the characters to practice speaking
English in a conversational setting.
 Create fun activities: Create worksheets or games that involve
vocabulary and phrases from the cartoon show. This can help
reinforce what was learned and make learning fun.
 Use subtitles: Turn on subtitles in English while watching the show,
which can help learners improve their reading and comprehension
skills.
 Use visuals: Use still images or screenshots from the show to help
illustrate vocabulary and grammar concepts, such as using adjectives
to describe characters or objects.
 Use authentic materials: Use materials from the show, such as
coloring books or activity books, to help reinforce language learning.
 Incorporate cultural elements: Many cartoons show include cultural
elements and references that can be used to introduce learners to
different cultures and customs. Use these elements to create
discussions about cultural differences and similarities.
 Encourage creativity: Encourage learners to create their own stories
or dialogue based on the characters and situations from the show. This
can help improve their speaking and writing skills.
Remember to balance learning with entertainment so learners stay engaged
and motivated. By using popular cartoon shows to teach English; learners
can have fun while improving their language skills. Teaching English
through cartoon shows can be a fun and effective way to engage learners and
improve their language skills. Incorporating these concepts can make the
learning experience even more engaging and effective.

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2.3.Strategies for Teaching English without Teaching English
Teaching English without Teaching English is a creative way of teaching
English by incorporating other subjects, activities, and contexts to promote
language learning. Here are some strategies you can use:
 Content-Based Instruction: You can teach English through the
subject matter using authentic materials and real-life situations. For
example, you can use news articles, documentaries, or scientific texts
to teach English vocabulary and grammar.
 Project-Based Learning: Students can learn English through projects
incorporating real-life problems or topics. For example, students can
create a website or a video presentation on a particular subject,
requiring them to research and communicate in English.
 Language through the Arts: The arts can be used to teach English,
including music, drama, and visual arts. For example, you can use a
song to teach vocabulary or drama to practice speaking and listening
skills.
 Collaborative Learning: Encourage students to work together to
learn English. Students can work in pairs or groups to complete tasks
or projects, which will help them to develop their communication and
collaboration skills.
 Games and Activities: Incorporate games and activities that are fun
and engaging to help students learn English. For example, you can use
games like Hangman or Scrabble to practice spelling and vocabulary.
 Multiculturalism: Incorporate different cultures and perspectives into
the English lessons to promote diversity and intercultural
communication. For example, students can read literature from
different cultures or discuss cultural differences and similarities.
By incorporating these strategies into your workshop, you can teach English
in a more meaningful and enjoyable way, which can help students to develop
their language skills more effectively.
3. The strategies we will apply it
1. Minimal pairs

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Minimal pairs are words in a language that differ by only one sound (Koch
& Oesterreicher, 2011). These pairs can be particularly challenging for non-
native speakers to distinguish and produce correctly in English. For instance,
"sheep" and "ship" are minimal pairs with similar sounds but different
meanings. Similarly, "cot" and "caught" can be difficult for non-native
speakers to differentiate. However, practicing minimal pairs can help
learners to improve their ability to perceive and produce these sounds
accurately (Derwing & Munro, 2015). By engaging in exercises such as
identifying the spoken word or repeating the words themselves, learners can
focus on the differences in pronunciation, ultimately improving their overall
pronunciation and communication skills in English. Therefore, minimal
pairs are useful for language learners seeking to enhance their ability to
distinguish between similar sounds in English and improve their overall
fluency and accuracy when speaking the language.

This Photo by Unknown Author is licensed under CC BY-NC

2-Language through the Arts:

The arts can be used to teach English, including music, drama, and visual
arts. For example, you can use a song to teach vocabulary or drama to
practice speaking and listening skills.
The arts, such as music, drama, and visual arts, can effectively teach English
language skills. For instance, songs can be used to teach vocabulary and
pronunciation, while drama activities can help students practice speaking
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and listening skills in a fun and engaging way. According to a study by Kim
and Kye (2018), incorporating the arts in language learning can also improve
learners' motivation and engagement, leading to more effective language
acquisition.
In addition to the study by Kim and Kye (2018), other research has also
highlighted the benefits of using the arts to teach English language skills.
For example, a study by Adorno and Taboada-Barraza (2019) found that
using drama techniques in the classroom improved students' speaking and
listening skills and their confidence in using English. Similarly, a study by
Vahedi and Fathmanesh (2018) showed that using visual arts, such as
paintings and sculptures, to teach English vocabulary effectively improved
learners' retention and recall of new words.
Using the arts in language teaching can also be particularly beneficial for
learners with different learning styles or who may struggle with traditional
teaching methods. For example, using music or visual arts can provide
kinesthetic or visual learners with a more engaging and multisensory
learning experience.
The arts, including music, drama, and visual arts, can be powerful tools for
teaching English language skills. For instance, using visual arts such as short
stories, comics, or graphic novels can help visual learners understand
language in context and improve their reading and comprehension skills.
According to a study by Alsaleem (2020), using short stories as a visual tool
in language teaching can enhance students' vocabulary acquisition, reading
fluency, and comprehension abilities.
Using visual arts can also promote creativity and imagination in language
learning, allowing students to explore language and culture more engagingly
and interactively. For example, incorporating short stories or comics in
English language instruction can help students develop their critical thinking
skills by analyzing the language, themes, and characters presented in the
visual narrative.
Incorporating the arts into English language teaching can provide a creative
and effective approach to language learning and promote cultural awareness
and appreciation. Incorporating visual arts in English language teaching can
provide a fun and effective approach to language learning while catering to
the needs of visual learners.
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The Chosen Children’s Short Story “Pink Around The Rink”
"Pinkalicious" is a children's book series written by Victoria Kann and
Elizabeth Kann. First published October 5, 2010. The series follows the
adventures of a young girl named Pinkalicious, who loves pink and often
finds herself in situations requiring her to think creatively and problem-
solve. The books have become popular among young readers and have been
adapted into a television series and musical production.
"Pinkalicious" can be a great resource for teaching English language skills to
young learners through the arts. For instance, the series can be used to teach
vocabulary related to colors, emotions, everyday objects, basic sentence
structure, and grammar. The colorful illustrations in the books can also
help young learners develop their visual literacy skills and improve
their reading comprehension.
Moreover, "Pinkalicious" can be a starting point for creative writing
activities or drama performances, allowing students to express themselves in
English and practice their speaking and listening skills. For example,
students can create their own stories or skits based on the characters and
settings in the books, using the language they have learned to communicate
their ideas effectively.
By incorporating "Pinkalicious" in English language teaching, teachers can
create a fun and engaging environment that promotes language learning
while fostering creativity and imagination in young learners.

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Some sample questions can be used to teach vocabulary, grammar, and
comprehension based on the "Pinkalicious" short story "Pink Around The
Rink."
Question about the story
Vocabulary:
1. What colors does Pinkalicious love?
2. What color are Pinkalicious' skates?
3. What is the name of Pinkalicious' little brother?
4. What does the word "glide" mean?
Grammar:
1. What tense is used when Pinkalicious talks about her love for skating?
2. What is the subject of the sentence "Pinkalicious loves to skate"?
3. What is the object of the sentence "Pinkalicious puts on her skates"?
Comprehension:
1. How does Pinkalicious feel when she puts on her pink skates?
2. What does Pinkalicious do to ensure she does not slip on the ice?
3. What happens to Pinkalicious when she tries to spin on the ice?

3- Reading and Writing

Reading and writing can be effective tools for teaching English without
explicitly teaching the language. Research has shown that incorporating
reading and writing into language learning can improve language
proficiency and benefit learners (Grabe & Stoller, 2011).
Reading can help learners develop their English vocabulary, comprehension,
and fluency. It exposes them to different sentence structures, idiomatic
expressions, and grammatical constructions. Short stories, in particular, can

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provide a fun and engaging way for learners to practice their English skills
while learning important life lessons (Dixon, Nessel, & Diamond, 2017).
Conversely, writing can help learners practice their grammar, vocabulary,
and sentence structures. It also allows them to apply what they have learned
meaningfully and creatively. Writing short stories, journal entries, or essays
can be an effective way for learners to practice their English skills while
improving their critical thinking and communication skills (Hyland, 2003).
Incorporating reading and writing into English lessons can provide a fun and
engaging way for learners to improve their language skills. Using these
techniques, learners can learn English without feeling like they are explicitly
studying the language.
4.Conclusion:
Teaching English without explicitly teaching English can be achieved using
various techniques, including minimal pair learning, art visual aids, short
stories, reading, and writing. Using these techniques can help children learn
English more engaging and memorable way.
Incorporating minimal pair learning into English lessons can help children to
distinguish between similar sounds, which can be particularly challenging
for non-native speakers. By practicing minimal pairs, children can improve
their ability to hear and produce these sounds accurately, ultimately
improving their overall pronunciation and communication skills in English.
Using art visual aids, such as pictures and drawings, can also effectively
teach English vocabulary and grammar. Visual aids can help children
understand new words and concepts more concretely, making them easier to
remember and apply in real-life situations.
Short stories and reading can also be valuable tools for teaching English.
Reading helps children develop their reading and comprehension skills
while exposing them to new vocabulary and sentence structures. Short
stories, in particular, can provide a fun and engaging way for children to
practice their English skills while learning important life lessons.
Finally, writing can be an effective way for learners to practice their English
skills and reinforce what they have learned. By encouraging children to

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write short stories or journal entries, they can practice meaningfully using
new vocabulary and grammar concepts.
In conclusion, teaching English without teaching English is possible by
using various techniques, including minimal pairs learning, art visual aids,
short stories, reading, and writing. By using these techniques, children can
learn English more engagingly and memorably, ultimately improving their
overall language skills.

References
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