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While anyone who speaks a language can transfer their knowledge verbally, effective language teaching requires additional skills. Speaking ability alone is limited and does not guarantee the ability to break down a language for learners or apply important pedagogical techniques. Deep knowledge of a language's structure, principles, and pedagogical skills like scaffolding and adapting instruction to proficiency levels allows teachers to anticipate questions and keep learners engaged. While communication is how children first learn language, teaching demands skills beyond simple conversation.
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- 1. 1. Did the learner upload a video or document? 2. If they uploaded a video, was the video between 1 - 4 minutes? If they wrote their response, is it between 1 - 4 paragraphs? 3. Did the learner express an opinion about the statement “Anyone who speaks the language can teach the language”? 4. Did the learner explain his or her opinion and incorporate details supporting the opinion? A good answer would explain why the learner has this opinion and provides relevant examples or references to the module learning material to support the opinion My name is Maurice Mahadi, and I agree to some extent with the assumption that “Anyone who speaks the language can teach the language.” Verbal communication has been all the time the means of teaching. When children are born, they do not automatically speak any language. They start learning process through the gesture and the verbal communication of their parents and tutors. At an early age no one is able to speak and write. The means that is used to accelerate the learning is verbal communication and gestures. In this case I agree with the assumption that “Anyone who speaks the language can teach the language.”. Anyone who speaks the language is able to transfer his knowledge by verbal communication. But this learning process has some limitation. In a court written proofs surpass verbal proofs as well as written stories and histories are set above told histories. The reason is that verbal communication is susceptible of significant modification as the time runs and the chain of transmission gets wider. Other reasons of the limitation include the importance of mastering pedagogical techniques for effective teaching and learning, and a speaker of a language might lack a deep knowledge of the language itself. Some pedagogical techniques that are fundamental include teacher talk and scaffold. English language for example is complex and has multiple grammatical forms for a single expression, thus a teacher must be able to communicate clearly through grammatical reduction. This will enable language learners to comprehend the essence - for example, important instructions for an exercise or playing a language game. If a lesson is irrelevant to learners, they will lose interest or potentially cause disruptions through repeated questions. When teaching young learners, this is especially important because a lack of interest almost invariably leads to disruptive behavior. Scaffolding is another skill that keeps language learners motivated. Teachers who accurately gauge the proficiency level of their students can challenge them to learn more with appropriate guidance. Therefore, the students will be less likely to get bored from a lesson that is too simple, or too frustrated fo a lesson that is too difficult. These are just some examples of pedagogical techniques that language teachers need to apply, and which not just any speaker of the language might ignore. Another factor of limitation is a lack of deep knowledge of language structure and principles. Most speakers of a language acquire it intuitively through repeated exercises, which mean that they may not have a deep understanding of how a language works or its grammatical principles. The negative implications of this include an inability to break the language down into understandable ideas for a learner to answer questions about language structure that they themselves take for granted. Language teachers, however, undergo intensive language studies that help them to get a better grasp of the language. This in turn makes them better teachers to anticipate their learners’ questions or teach digestible chunks of knowledge about a language. In conclusion, my opinion is teachers who know deeply a language can teach well the language but to some extent I disagree that everyone who speaks a language can teach it, mainly because effective teaching requires a whole other set of skills that language teachers should know first..