After gaining independence from British rule in 1947, English remained the official language of India. From then since it continues in the school education system through the three-language formula of the Kothari Commission. Despite the presence of English in the school curriculum for a long time, still, the current National Achievement Survey shows a different picture of the status of English in Indian classrooms. Various methodologies have emerged throughout the course of time; however, the proficiency level of students in English language acquisition remains unattained. Considering English as a second language, it is imperative to acknowledge that the active engagement of students in the language learning process is essential for accomplishing the objective of imparting functional language skills. Maria Montessori, who was a perceptive observer of the learning processes of children, observed the existence of epigenesis of intellectual functioning, which implies that the experiential roots of a given schema, or learned behaviour, will lie in antecedent activities that may be quite different in structure from the schema to be learned. Montessori, (1912) guides educators to embrace themselves through the techniques which foster multisensory experience. Such experience enriches the learning and motivates the learners This paper proposes a viable solution to teach the English Language through a Multisensory approach.