Disadvantages and advantages of teaching foreign languages as non-native

Аннотация

Teaching foreign languages as non-native aims to equip learners with the linguistic and intercultural competence to communicate effectively in a globalized world. It seeks to foster cultural understanding, enhance cognitive abilities, and improve academic performance. By exposing learners to a new language system, foreign language education develops critical thinking, problem- solving, and analytical skills. It also enhances reading, writing, and vocabulary skills in both the target language and the native language. Foreign language teaching plays a vital role in promoting personal growth, encouraging curiosity, exploration, and self-confidence. It provides access to international education, research, and employment opportunities, and contributes to the preservation 312 Topical issues of language training in the globalized world and revitalization of endangered languages. In increasingly diverse societies, foreign language education facilitates communication and understanding, cultivates cross-cultural respect and tolerance, and promotes empathy, understanding, and cooperation between different cultures. Key words: Communication Cultural understanding, Cognitive development, Academic performance, Global citizenship, Personal growth, Education and employment opportunities, Linguistic diversity, Multilingual societies, Cross-cultural respect and tolerance. It is our destiny as non-native English-speaking teachers (NNESTs), we face many challenges including, but not limited to, having highly required language and pedagogical competencies, proper cultural orientation, native-like accent, native speaker fallacy, credibility, and more. The question remains: Should these challenges hold us back, or should we exploit them as opportunities to grow professionally? The suggested answers to this question are presented in the following discussion, which suggests that these challenges offer NNESTs opportunities to grow professionally and inspire them to use their non-native abilities to their advantage. These days, one of a person’s primary demands is to study English. Oder and Eisenschmidt (2018) elucidate the significance of acquiring proficiency in English as a means of gaining access to novel insights and prospects within an international milieu. Additionally, nearly 250 million people utilize English on a daily basis throughout every continent. In addition to this aspect—the widespread usage of English—colonization, shipborne trade with the Americas, and politics have all had a significant impact on this occurrence. As a result, non-native English speakers work to establish an English-speaking environment in every school as the first step in learning the language at a young age. English is taught in non-native English-speaking nations when it is taught as a foreign language. According to Braine (1999, cited in Chun, 2014), a native speaker will make a better teacher than a non-native speaker of English, not the language as a specific context. According to this assertion, an English instructor must face numerous difficulties when instructing pupils in both teaching and English skills. A teacher should continue to be motivated and enthusiastic in their teaching in addition to improving their English proficiency. Students’ learning performance may not always follow the lesson plan when their motivation to learn declines. One of the reasons for 313 Topical issues of language training in the globalized world the lack of excitement among teachers in teaching, and this will have an impact on how well they educate. The motivation of teachers may also be impacted by another aspect of the school environment. A supportive work environment from the administration, teachers’ partners, school personnel, and community school organizations all contribute to a strong school climate. Effective teaching of English is also necessary in the twenty-first century. Effective teaching measurement is a difficult and unstable task since it will inevitably lead to a subjective conclusion. According to two studies, there are two ways to measure effective teaching: intrinsic and extrinsic. The intrinsic component focuses on the characteristics of the teacher, including their drive, zeal, and interactions with students. The teacher’s skill, which may be developed through training to enhance their effective teaching, such as their proficiency with instructional materials and teaching strategies, is the extrinsic factor. Creating instructional content is similar to creating lesson plans, a syllabus, and supplemental materials. Next, teaching approach, classroom management, and style of instruction are all related to teaching strategy. We argued that learners of all major global languages (e.g Arabic, Chinese, English, French and Spanish) should be aiming for a level of competence known as international intelligibility. This is the capacity to make yourself understood in your target language (L2) when communicating with people from different first l