“Why can my students speak so confidently in Sindhi… but freeze when I speak English?”
That single question changed how I see language learning.
I’m Salman Soomro, a primary school teacher from Tando Allahyar, Sindh, Pakistan, working in a rural setting where English is often introduced as a second or third language. For many of my students, especially girls, learning English feels like stepping into an unfamiliar world.
But over time, I’ve learned something powerful: the mother tongue isn’t a barrier to English learning it’s a bridge.
When I allow students to first understand ideas in Sindhi or Urdu, they respond with confidence. Once they grasp the meaning, English becomes easier to approach not as a challenge, but as a new way to express what they already know.
On the other hand, when English is introduced without that foundation, many students hesitate, become quiet, and lose confidence. This is especially true for students who are already shy or need extra support.
That’s why I now blend both languages in my classroom. First we connect, then we translate, then we build.
I believe that if we respect the language children bring with them, we give them the tools to learn any new language with courage and clarity.
I’d love to hear how others balance local language and English in their classrooms. What has worked for you?
Salman Soomro
Primary School Teacher,
Tando Allahyar, Sindh, Pakistan
