Emerging challenges of teaching foreign languages in Non-native English

speaking countries.

Abdurasulova Mukhlisa Bobir qizi, Abdullayeva Mehribon Qaxramonovna

student of Uzbek State World Languages University, Tashkent, Uzbekistan

Abstract: This article delves into the most significant challenges that non-
native speakers encounter while deign foreign languages. Drawing upon
scholarly research and empirical evidence, I looked for five key areas of
difficulty: language ability, cultural competence, self-esteem and building trust,
anxiety, and teaching delicate matters. The article implies that thorough analysis
of the problems mentioned can be the pre-condition to be able to improve the
efficiency of second language instruction. This article, through acknowledging
the challenges that characterize the teaching of foreign languages to a non-
speaker and the potential mitigation techniques, provides a pivotal insight for
language teachers, researchers and language-teaching practitioners who want to
improve language teaching outcomes. The fact that foreign language teaching
teachers might be the first to experience the challenges of learning a foreign
language increases the risks for both teachers and learners. This piece tries
discuss multifarious problems of NNE students. These problems start from
linguistic and cultural but ends with learner expectation Tackling those
challenges is one of the main policy objectives that the course will focus on,
where cultural sensitivity, effective communication, and ongoing professional
development are of the highest priority. Hence, through solving these problems,
educators can strengthen the quality of language aid service and create an
atmosphere that is compatible to all.

Key words: non-native language teachers, pronunciation, accent, cultural

understanding, grammar and syntax, confidence, credibility, challenges,
solutions, language teaching.
 Effective English teaching is essential in the 21st century, but measuring its
effectiveness is a complex task. It involves subjective viewpoints and can be
analyzed through two lenses: intrinsic and extrinsic factors. Intrinsic factors
focus on the teacher's personal qualities, like motivation, passion, and their
rapport with students. Extrinsic factors concentrate on the teacher's skills and
expertise gained through training. These skills include proficiency in
instructional design, lesson planning, creating supplementary resources,
employing various teaching strategies, managing classrooms effectively, and
adapting their approach based on student needs. This study aims to understand
the challenges English teachers face in non-native English-speaking countries.
We ask two key questions: 1.What hurdles do teachers encounter when teaching
English in contexts where it isn't the primary language? This investigates the
specific difficulties they face, considering their unique environments and
perspectives. 2.What solutions, if any, are being implemented to overcome these
challenges? This explores the strategies, initiatives, and resources utilized to
improve the quality of English language instruction and empower teachers to
succeed. By delving into these questions, the study seeks to reveal the realities
of teaching English in non-native environments. The goal is to identify potential
solutions and best practices that can enhance teacher effectiveness and lead to
better learning outcomes for students. Communicating in many languages is
more crucial than ever in the linked world of today. In order to promote global
competency, create cross-linguistic understanding, and dissolve barriers
between individuals with diverse linguistic backgrounds, foreign language
instruction is essential. Foreign language instruction does, however, come with
a number of drawbacks that need to be resolved if it is to remain relevant and
successful in the future. A nonnative speaker may find learning a foreign
language as a valuable experience but there are some languages where learning
process may be a tough task. Here, I investigate some of the essential issues that
non-native teachers encounter and, finally, present remedies. Firstly,
pronunciation and accent: a big challenge for the instructors who are not native
language speakers is the way of speaking, especially the pronunciation and
circle of words. Even in they have a good knowledge of grammar and
vocabulary, mastering their accent might be much harder than that of a native
speaker. This, in turn, may result in student being unable to differentiate
acceptable pronunciation. Well, one way to solute this would be that the non-
native language teachers can polish their pronunciation skills with the help of
native speakers by listening to them, participating in language exchanges
partnering with those who are native speakers, and using pronunciation tools
that could be in the form of language learning applications. Secondly, cultural
understanding: language simply could not be detached from the culture, and
naturally language teachers easily get entangled in the complexities of the
cultural aspects in language they teach. The above can result to
miscommunication or inappropriate interpretations owing to culture specific
language usages and colloquialisms. An effective strategy would be that non-
native language instructors may doubly their cultural wisdoms by spending their
free time on the culture of the target language through books, films, music, or
talking to native speakers. Besides traditional methods, the teacher can also put
cultural activities during lessons to make the students acquire a more lot of
experience. Thirdly, grammar and syntax: it is true that the tutors of foreign
languages may be very knowledgeable about how to make sentences and rules
of grammar, but they may fail to explain these things to the students correctly
and appropriately. As a consequence, lengthy and complicated instructions
become a source of inconvenience and irritation for learners. Additionally,
research suggests that natives of the second language can enhance their
grammar and sentence composition by going through courses of practice in the
language teaching methodology, by using workshops and conferences as a
source of learning, and having their colleagues or mentors give advice and
feedback. Visuals and examples can also come in handy to illustrate complex
grammar concepts. Besides these visual aids, demonstrations from real-life
situations can be applied as well. Last but not least, confidence and credibility:
non-native language teachers are likely to experience bouts of insecurity or
imposter syndrome mainly where their native language is not well- understood.
On the other hand, teaching in a place where the mother tongue is spoken
profoundly makes matters worse. When the teachers lack such confidence they
may not achieve much desired outcomes and the relationship with the students
will also be affected. It is crucial to acknowledge that non-native speakers can
get a boost of confidence and authority when they focus on getting the
improvement through both their own strengths and rapport with students
achieved by empathy and understanding. They can keep on improving their
language skills and teaching techniques at the same time. They could also talk
to their friends, supervisors or join some program of professional training which
can help them pass through the stage of self-doubt. It can be difficult to teach
foreign languages in non-native English speaking nations because of cultural
differences and differing perspectives on language acquisition. Government
rules and policies, such as financial restrictions for language programs or a
preference for studying English over other foreign languages, may also make it
more difficult to teach foreign languages effectively in non-native English
speaking nations. Students may find it difficult to acquire foreign languages that
differ greatly from their home tongue because non-native English speakers may
speak distinct languages and use different phonetic systems. Lack of exposure
to native speakers or real-world language contexts is one of the main issues
facing foreign language teachers. Students could find it difficult to become
proficient and confident in the language if they don't regularly engage with
native speakers or have the chance to immerse themselves in it. The potential
advantages of learning a language can be undermined by this disconnection
from the real-world uses of the language, which can cause indifference and
disinterest. The belief that some languages are hard or difficult to learn is
another barrier to foreign language instruction. If students think learning a new
language will be too difficult or time-consuming, they may be discouraged from
doing so. Limited resources or support for language learning may intensify this
view, impeding students' motivation and advancement even more. Additionally,
the way society views foreign languages can have a big influence on language
teaching programs. There may be differences in the resources and possibilities
available for schooling depending on which language is considered more
significant or prestigious in a given society. Promoting diversity and inclusivity
in language education can sometimes be hampered by unfavorable perceptions
or biases against particular languages or language speakers. Increasing
awareness of the value of multilingualism and cultural diversity is crucial in
order to solve these issues and advance foreign language teaching. It is
imperative that educators collaborate with politicians and communities to
establish a welcoming and inclusive language learning environment,
guaranteeing that every student has access to top-notch language education
initiatives. Students should also be given the chance to participate in cultural
exchange programs and immersion experiences, which enable them to interact
with native speakers and use the language in authentic settings. Students are
more likely to be motivated and involved in their study when there is a sense of
relevance and connection to the language. In the end, learning a foreign
language is essential to equipping children for success in a world that is
becoming more interconnected. Encouraging self-directed learning, providing
opportunities for language practice outside the classroom, and connecting
language learning to students' interests and aspirations.

Addressing these challenges effectively is crucial for empowering students with

the language skills they need to succeed in an increasingly interconnected
world. We can enable students to interact effectively across linguistic and
cultural barriers, creating mutual understanding and collaboration on a
worldwide scale, by overcoming the obstacles facing language instruction and
promoting cultural diversity and global competency. It's possible that a large
number of teachers lack specialized training in teaching English as a foreign
language (TEFL), which results in outmoded approaches and poor teaching
strategies. Furthermore, a lot of schools struggle with funding, which makes it
harder for them to hire qualified native speakers and provide modern teaching
materials and technology. Adequate internet connection, restricted computer
use, and a lack of audio-visual resources can impede the adoption of creative
pedagogical approaches. Globalization and the variety of learner demands are
further issues. More individualized teaching strategies are needed because
students have varying backgrounds, learning preferences, and aspirations.
Tailored curriculum and examinations are necessary due to the necessity for
specific language abilities (e.g., scientific English, business English). Teaching
English to non-native speakers comes with its own set of difficulties. English
teachers face a demanding task that requires not only language proficiency but
also the ability to effectively impart that knowledge to students. Research
highlights three main challenges encountered by teachers in this context:
inadequate textbooks, oversized classes and less than ideal school
environments, and a lack of student motivation. Textbooks play a crucial role in
language acquisition, serving as a primary resource alongside teachers and other
materials. Many educators find existing English textbooks to be outdated and
unsuited to the current needs of students. Creating effective, student-centered
textbooks involves time-consuming processes of development and revision.
High-quality textbooks significantly contribute to the instructional process and
can directly impact student achievement. This underscores the importance of
collaborative efforts, such as those undertaken by the Cambodian government,
to develop and implement standardized textbooks that effectively meet students'
learning needs. Classroom size presents another significant challenge,
particularly in countries like China, Japan, Senegal, and Laos. Smaller classes,
ideally between 20 to 25 students, are more conducive to effective English
language instruction. The interactive nature of learning English, which
encompasses listening, speaking, reading, and writing, necessitates a learning
environment where individualized attention and participation are possible.
However, this ideal scenario is often unattainable in countries like Senegal,
where limited educational infrastructure results in overcrowded classrooms.
This issue persists in both developing and developed countries that are non-
native English speaking. Addressing this challenge necessitates the
implementation of adaptive teaching strategies, methodologies, and
supplementary materials specifically designed for larger class sizes. Student
motivation consistently emerges as a critical challenge across all countries
studied. Education ministries in nations like Japan, Laos, and China recognize
this as a pressing issue. Collaborative initiatives involving government bodies,
schools, universities, and even native English-speaking entities have been
implemented to address this challenge. These programs, including initiatives
like Assistant Language Teacher (ALT), Voluntary English Teacher (VET), and
partnerships with student teachers, aim to ignite student motivation and provide
teachers with opportunities for professional development. Recognizing that
student motivation forms the foundation for effective teaching and learning,
these initiatives strive to create a more engaging and stimulating learning
environment. Furthermore, evaluation and assessment are crucial elements of
successful language instruction. They inspire students, give insightful data on
student development, and guide instructional decisions. But conventional
methods, which mostly rely on standardized testing, frequently fail to capture
the entire range of linguistic abilities and cultural competencies, particularly for
languages that are less frequently taught and in non-native English-speaking
nations. Although standardized examinations are helpful for broad comparisons,
their reach can be constrained as they tend to concentrate mostly on vocabulary
and grammar skills. There are some solutions and innovations for this
challenge. Self-assessment and peer-assessment can be helpful to create a
collaborative team. Encouraging students to assess their own work and
providing feedback to their peers promotes metacognitive awareness and fosters
a collaborative learning environment. Online language proficiency assessments
are now widely used in the world to assess students' knowledge. Utilizing online
platforms and tools for interactive language assessments allows for more
engaging and personalized testing experiences. Digital portfolios and e-
portfolios are now recommended to use for teachers. Utilizing digital platforms
for portfolio creation allows for multimedia integration, facilitating creative
expression, and demonstrating a wider range of skills. Computer-adaptive
testing is also a good way to assess. Tailoring test difficulty based on individual
student performance provides a more accurate and individualized assessment of
their abilities. Focusing on formative assessment can be also helpful for
learners. Regular feedback and observation are also important. Providing
ongoing feedback through observation, informal assessments, and student-
teacher conferences helps monitor progress and address individual learning
needs. Performance-based tasks that simulate real-world communication
scenarios, such as role-plays, presentations simulations, and projects, allow
students to demonstrate their language skills in context. Portfolio assessment is
also one of the solutions for this problem. Having students compile a portfolio
of their work over time showcases their progress and allows for individual
expression and reflection on their learning journey. They frequently overlook
evaluating pragmatic competency, cultural awareness, or effective
communication in the actual world. Many evaluations are not authentic, failing
to capture language use and situations found in everyday life. Students may
become demotivated as a result of their inability to understand the significance
of the material being tested on. Conventional testing formats frequently limit
students' capacity to communicate their knowledge and abilities in a variety of
ways, which may disadvantage students who possess particular strengths and
shortcomings. Assessment instruments and procedures may unintentionally
include cultural biases that penalize students from particular backgrounds,
resulting in assessments of students' actual skills that are not correct. Employing
a variety of assessment tools and techniques, such as quizzes, presentations,
debates, and projects, caters to diverse learning styles and provides a more
holistic view of student understanding. Promoting cultural sensitivity by
culturally appropriate materials can faster and ease learning process. Ensuring
that assessment materials

are culturally sensitive and relevant to the learners' backgrounds. Contextualized

assessment tasks: Designing assessment tasks that reflect the cultural contexts in
which the target language is used, promoting deeper understanding and
appreciation. Conducting oral interviews allows for direct assessment of
speaking skills, fluency, pronunciation, and interactive communication abilities
Task-based assessments: Engaging students in tasks that require real-time
communication and problem-solving, such as collaborative projects or debates,
assesses their ability to use language effectively in real-world situations. By
embracing innovative assessment practices, we can move beyond the limitations
of standardized testing and create a more inclusive and effective evaluation
system. This will empower learners with a realistic understanding of their
language proficiency and cultural competency, fostering a love of language
learning and promoting success in a globalized world.

Thus, the last word, it will not be an exaggeration to make a conclusion

that to teach a foreign language as a non-native speaker is a profession that
bears only a few issues, and if you are devoted, persistent and keep on
improving yourself to be a high-quality teacher, you will be able to provide
students not only with necessary but also valuable information. By not only
dealing with the problems of the accent, the level of cultural understanding, the
steps to boost learner’s grammatical skills but also the confidence, teachers of
language will be even more efficient and wonderful educators. In non-native
English-speaking nations, the field of teaching other languages is diverse and
ever-changing. The growing acknowledgement of linguistic diversity and the
intrinsic benefit of international understanding, despite the particular problems
posed by English's dominance, is opening the door for a more inclusive and
comprehensive approach to language teaching. In order to overcome established
paradigms, proactive measures to handle new issues must be taken. Investing in
teacher training, embracing innovative technologies, varying curricula, and
introducing more authentic and culturally aware assessment techniques are all
essential steps in equipping students with the language and cultural
competencies they'll need to prosper in a globalized society. We can provide
students the tools they need to overcome cultural barriers, seize global
opportunities, and contribute to a more peaceful and interconnected future by
cultivating a love of language learning and offering significant chances for
language acquisition and cultural engagement. Overall, teaching languages that
are not native to you requires learning how to do many things, these being going
from proficiency in language to cultural competence, to coping with stereotypes
and so much more. Nevertheless, the challenges encountered by non-native
language instructors are still valid and only by recognizing them as well as
implementing the appropriate strategies such as emphasizing professional
development and the practice of inclusive teaching, non-native language
instructors can use the current situation as a chance to develop the quality of
language education and create an inspiring environment for all students.
Through this article, I will illuminate the delicate nature of foreign language
teaching and will also offer insights and tips to help the educators and students
to overcome these difficulties. Thus, the potential for a more successful foreign
language teaching scenario will be made possible. Along with this,
understanding the viewpoints and experiences of non-native teachers and the
classroom is different, can improve the training scenario because it offers the
different cultural perspectives and increases the empathy levels among the
students. Also, the non-native lecturers' command of experiential knowledge of
the problems that learners of a foreign language face plus their art of
adaptability to various instructional needs of their students makes it possible for
them to provide customized instruction. Through appreciating cultural diversity
and welcoming the expertise of immigrant educators educational learning
institutions are equipped to pass multilingual values and cultural appreciation to
students.

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