The distinctive characteristics of foreign language teachers

Abstract

This paper aims to extend our understanding of what it means to be a language teacher by examining ways in which language teachers are seen to be different to teachers of other subjects. Language teachers’ distinctiveness was defined by over 200 practising and prospective language teachers from a range of contexts, and the analysis also included the opinions of specialists in mathematics, history, science and chemistry on the extent to which characteristics claimed to be distinctive of language teachers applied to these other subjects. The findings of the study suggest that language teachers are seen to be distinctive in terms of the nature of the subject, the content of teaching, the teaching methodology, teacher-learner relationships, and contrasts between native and non-native speakers. The study also raises methodological and conceptual issues of relevance to further research into this area. Key amongst these are the need to define language teachers’ distinctive characteristics with reference to specific contexts rather than globally, the importance of comparisons between insider views on such distinctiveness and those from outside language teaching, and the value of comparative studies of actual classroom practices of language teaching and other subjects.