Teaching English through English: Proficiency, Pedagogy and Performance

Dildora Alimova

doi:10.2024/7xr0rg17

Authors

Dildora Alimova teacher at the department of English theoretical aspects-3 aspects, Uzbekistan State World Languages University Author

DOI:

https://doi.org/10.2024/7xr0rg17

Keywords:

Teaching English through English, teachers’ language proficiency, non-native teachers of English, language proficiency and teaching ability, teacher Education

Abstract

Most of the world’s English language teachers speak English as a second or third language rather than as their first language. The article seeks to provide an overview of how the role of language proficiency issue has been addressed in the ELT literature. It describes the kind of specialized language skills needed to teach English through English, explores the relationship between language proficiency and teaching ability, considers the impact of language ability on different dimensions of teaching, and raises the implicationsfor language assessment and for the design of language enhancement programmes for language teachers.

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