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At Christel House India, students who enter school with little or no English quickly develop the skills they need to thrive thanks to a thoughtful, intentional approach that blends structure, encouragement, and joy. With 70 new students this year due to the recent expansion at Christel House India–Bangalore, the need for rapid language growth has become even more essential. “Our curriculum is very intentional and scaffolded,” explains Sitara G. Chandran, Head – Education Strategy & Learning. “We start with the words children need most — introductions, classroom objects, and simple action words.” Within weeks, children are already embracing their new English skills! 

Teachers use sentence stems, repeat them often, and connect meaning through actions, pictures, and real-life objects Chandran explains. “Songs, games, and story time make English fun and natural, while gentle correction and encouragement help students feel safe to try.”  For many children, English is not spoken at home, making the classroom their first immersive language experience. Teachers keep instructions short, clear, and predictable, supporting comprehension with gestures and, when needed, key words in the child’s home language. “Morning meetings play a huge role,” shares Vidya Jain, Deputy Principal, Primary School. “The daily routine of action songs, storytelling, and simple discussions about the date, weather, or feelings helps children hear and practice English in a fun, low-pressure way. Over time, they learn that it’s okay to make mistakes — the important thing is to keep trying.” 

Behind this success is a team of well-prepared educators. Teachers receive training in phonics, trauma-informed learning, and culturally responsive practices. They observe experienced colleagues, plan together in grade-level meetings, and even make community visits to better understand students’ home environments. Most Christel House India staff are multilingual, which provides an extra layer of reassurance in those first few weeks of school when children may need support in their home language. 

The impact is visible in stories like that of Joshini, a Grade 1 student who recently joined from Chennai. At first, she was silent — even in Tamil, her home language. With patient support, she began using single English words, and now, just months later, confidently says short sentences like, “Can I help?” Similarly, Tejas, who entered kindergarten speaking only Kannada, didn’t speak English for six months. But his teacher’s steady encouragement helped him blossom. Today, as a Grade 2 student, Tejas speaks English fluently and contributes enthusiastically to class discussions — a testament to how quickly language skills can grow in the right environment.