Can anyone who speaks a language teach the la,guage ?

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..