The Struggle of Learning English from Non-Native Teachers

Have you ever met an English teacher who couldn’t speak English? This may seem like an unusual query, but proficiency in the language is typically a fundamental requirement for teaching it. English teachers are expected to have a strong command of the language, including its grammar, vocabulary, and usage, to effectively instruct their students. However, there may be cases where non-native speakers are teaching English, and despite their lack of fluency, they can still manage to instruct students with some proficiency.

Experiences with Non-Native English Teachers

For many, the quality of English instruction can be significantly impacted by the teacher's linguistic background. In India, for example, the experience can be quite varied. I reside in a country where there are numerous English teachers, some of whom, despite years of experience, have difficulty aligning their language skills with the expectations of the teaching profession. Despite a decade of teaching experience, these teachers often make grammatical errors and incorporate Hindi words into the curriculum, which does not reflect the intended quality of the English language.

On the other side of the globe, in rural Portugal, the problem is depicted in a somewhat different light. In my experience, non-native English teachers, particularly in rural areas, often struggle to engage with students in English. The reasons for this vary, from embarrassment to fear of making mistakes or concerns about their pronunciation. One particular teacher even avoided interaction with me due to the fact that she could not speak English. As a native Brit who lives in Portugal and is a qualified English teacher, this stands out as a significant issue in educational quality.

A Specific Example from Portugal

One particularly egregious example occurred when my children, who were also brought up in a bilingual environment, started having English classes at school. Upon reviewing their progress, I noticed that the teachers made frequent mistakes in pronunciation and grammar, which, although not the most critical factor, significantly influenced my children's learning experience. In particular, one teacher, despite her incompetence, managed to keep her job, which is a point of serious concern.

One specific incident involved a teacher who could not even pronounce basic words correctly. For instance, on a regular basis, my youngest daughter returned home with hilarious mispronunciations and grammar mistakes:

Deez eez e Pee-atch deez eez e Lett-oos. She eez de dowg-ta end he eez de sonne

Despite the humorous nature of these errors, the most troubling aspect was that the teacher began correcting my daughter’s correct work as incorrect, which led to confusion and anxiety. This necessitated a conversation between my daughter and me, and ultimately, a confrontation with the teacher. However, when I attempted to speak to her in English, she could not understand me, which compelled me to communicate in Portuguese. The situation escalated further when the teacher began whispering to my daughter negatively in the corridors, suggesting that she should not have complained to me.

The Importance of Professionalism and Competency

While these experiences highlight the challenges that can arise from non-native English teachers, it is important to recognize that not all teachers fall into this category. In fact, I have encountered many competent teachers in Portugal, and this particular negative experience is the exception rather than the rule. The emphasis should be on ensuring that all teachers, regardless of their native language, possess the necessary competency and professionalism to deliver high-quality instruction.

The key takeaway is that while non-native English speakers can become effective teachers, it is crucial to maintain high standards of language proficiency and professionalism. Ensuring that teachers are well-versed in the language and understanding the importance of clear communication can significantly enhance the learning experience for students.