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Some people prefer to believe in things that are not entirely true, while others assume myths are only tied to cultural traditions. However, just like in many fields, English Language Teaching (ELT) has its own myths — and sometimes even teachers believe them. Although we design our lesson plans based on experience and evidence, these myths can still influence our decisions. Let’s check out some of the myths of the ELT world!
Myth 1: Are Native Speakers Better Teachers? This myth is particularly harmful in recruitment processes and teacher training programs. It also has a demotivating effect on non-native teachers. While native speakers may have advantages in terms of pronunciation and cultural knowledge — both of which are valuable in language teaching — being an effective teacher requires more than just fluency. Strong pedagogical knowledge, classroom management skills, and an understanding of learners' needs are essential. Teaching is not simply about speaking the language; it is about helping others learn it.
Myth 2: Language Learning Is Only for the Young Another widespread belief is that children learn languages better than adults. This idea is often supported by early studies suggesting a critical period around the age of 12, commonly associated with cases like Victor and Jenny. While it is true that younger learners may develop better pronunciation, adults often progress in grammar and vocabulary faster due to their cognitive maturity and learning strategies. Age should not be seen as a barrier to successful language acquisition.
Chalenging these myths is crucial for the development of more inclusive, effective, and research-informed ELT practices. Teachers, educators, and policymakers must question outdated assumptions and remain open to ongoing learning and reflection.