• Lynne Nigalis

    I have to make a comparison to experiences in Canada of non-native French speakers teaching French as a second language. Is it ideal? No. Is it better than nothing? Yes. Her accent, spelling and grammar are poor. BUT if that is the only access the kids have to English class, then I think it’s better than not having English class at all. Let’s hope she’s aware of the shortcomings and supplements with better accents and materials. But not every school can afford to hire a GOOD English teacher, and especially now, you might have to make do with what you have.

  • David

    I agree Lynne. For many reasons but foremost we need to stop thinking of the teacher as a “tape recorder” and a form of input for the students. Now with technology, students and teachers have access to authentic, high quality, comprehensible input. No longer are teachers hired for their “accent” or how they speak. We need to move away from that model and hire good teachers – does she plan quality lessons? Does she motivate students and “care”? Does she communicate well with al stakeholders? Does she have commitment to her job and class? Does she know about current research into effective practices and is developing as a teacher on her own accord? Etc … Unfortunately, old habits die hard and many teachers, especially foreign teachers show distane and think the world is ending …

  • Monica Ruda-Peachey

    I don’t think her accent is the real problem here. I believe the use of incorrect sounds, e.g /r/ instead of /l/ and the (arguably) pointless singing are more damaging to the students’ language learning. I do agree, however, that this is better than nothing.

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