Overview of English language teaching challenges
Abstract
Furnishing language teachers with preparation and professional development opportunities catering to their needs and challenges is central to quality language education. However, there are many omissions in the literature that need addressing in this respect. This paper aims to provide an overview of the challenges English as a foreign language teachers face. Accordingly, it asks two questions: What influence do perceived challenges exert on language teachers and their instructional practices? What challenges do language teachers encounter, especially given the increased demands for learners' language proficiency? Challenges affect language teachers in multiple ways. This influence is traceable to their choice of instructional procedures, patterns of interaction with learners, communication style, usage of the target language, professional identity, curriculum decisions, well-being, job satisfaction, resilience, etc. The challenges language teachers encounter were described in the paper as externally and internally motivated to the teacher, and as discipline-specific or discipline-independent, inherent to teaching in general. External challenges include expectations of teacher competence and language teacher roles, student- and instruction-related issues (discipline, learner motivation, mixed-ability classes, and instructional management), low social status of the teaching profession, lack of financial incentives and resources, language policy, etc. The internal challenges language teachers face are caused by the personal qualities of teachers and an inadequate level of professional competence. Overall, the issues taken up in the paper could highlight the venues for leveraging language and teacher education.
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