| There are two different kinds of languages. Your first | | | | Native speakers of the language do not need to think |
| language or native language is the language you are | | | | about these features. But when you teach English as |
| born into. This is the language your parents or family | | | | a foreign language, teachers have to explain and teach |
| speak. This is the earliest language you learn. This | | | | these minute differences to their students. Keep in |
| language is acquired through life experiences. The | | | | mind that most of the students who take up English as |
| second kind of language is called a second language | | | | a foreign language are adults with well defined |
| or a foreign language. This language is typically learnt in | | | | language habits that make it difficult for them to |
| the classroom from a teacher. There are some crucial | | | | accept these differences completely. |
| differences between these two types of languages. | | | | Another difficulty teachers often face when they |
| The first language is learnt unconsciously. Therefore, it | | | | teach English as a second language is grammar. For |
| is imbibed at a very early age. There is no need to | | | | non-native speakers of the language, some aspects of |
| apply yourself consciously to attain the rudiments of | | | | English grammar are hard to decipher. This is true of |
| this language. However, the second language is the | | | | any language that is imbibed as a second or third |
| result of a conscious learning process. It does not | | | | language. Grammar is always the tricky part. Many |
| come naturally. This explains why almost all people | | | | people cannot make out the difference between |
| face some amount of difficulty while they handle a | | | | some of the tenses in English, simply because these |
| foreign language. Of course, they may perfect the | | | | may not exist in their own languages. |
| foreign language in due course. But, this requires some | | | | One of the biggest challenges faced by people who |
| amount of hard work. | | | | teach English as a second language is to make their |
| Understanding the difference between these two | | | | students ‘think’ in English. Most non-native |
| types of language is important to anyone who wants | | | | speakers make mistakes in English because they |
| to learn a foreign language or teach a language that is | | | | automatically think in their native language and translate |
| foreign to students. | | | | the thought into English. Thus, they make use of |
| As far as foreign students of English are concerned, | | | | usages that are non-existent in native English. When a |
| there are several difficulties. So, teachers of English do | | | | student learns to think in the second language, it can be |
| face some tough challenges when they teach English | | | | said that he or she has acquired the highest degree of |
| as a foreign language. The first of these is | | | | proficiency in that language. |
| pronunciation. English has certain characteristics in | | | | People who take up teaching English as their career |
| pronunciation that is absent in other languages. | | | | must appreciate the difficulties students from other |
| Examples are the aspirated ‘P’ that comes in | | | | countries face when they come to learn English. This |
| words like ‘Pen’, the way ‘th’ is | | | | understanding helps them teach their students more |
| pronounced with a friction or the difference in the | | | | effectively and makes the entire process of teaching |
| pronunciation between ‘V’ and ‘W’. | | | | a rewarding and fulfilling job. |