The problem of English teachers in third world countries, they were taught to teach that language in their own countries and not in the language-speaking countries. There is one common point between the student and teacher that they are both from the same country that seeks to learn English.

The problem of English teachers in third world countries, they were taught to teach that language in their own countries and not in the language-speaking countries. There is one common point between the student and teacher that they are both from the same country that seeks to learn English.

Dear Dr. Farangis Shahidzade,

In my opinion, I don't think that the teacher identity has a big role in determining both the strong and weaknesses points, because there are a lot of teachers who are not English speakers but they speak well and fluently compared to English speakers.

Regards

Competency has nothing to do with language but efficiency does. Inability of a non English teacher to speak English does not render him incompetent. A teacher with good command of both local local and English language may stand a better chance when teaching local students.

dear colleagues, thank you for your great but different views.

Please look at pending files:

Dear Ali, thank you for the article provided; it is really useful.

I do agree with Dr. Isam Issa Omran

The problem of English teachers in third world countries, they were taught to teach that language in their own countries and not in the language-speaking countries. There is one common point between the student and teacher that they are both from the same country that seeks to learn English.

I totally agree with Dr. Hamid Gadouri! Identity doesn't necessarily play a very vital role in determining how good or bad a teacher is. I also have encountered many non-native English speakers who are way better teachers than the English native speakers.