It just makes much sense to expect that a language teacher has a good grasp of what a language is and how learning a language takes place. While saying that language is a means of communication may sounds cliché, a language is in fact a complex system. Take an example of how animals can perfectly communicate with their animal friends or even to human beings. Some animals can even produce similar sounds to those of humans. Should we say that those animals communicate in a language the same way as humans? It’s probably safe to say that a language is a means of communication, but it is not the only way to communicate. We have other means such as gestures, signs, emojis which also help us communicate meaning. On another note, some animals may seem like they are communicating a language in a particular way, however, there is no way that they can produce complex utterances as we do. Language is our gift, and it is only us who have all the devices needed to communicate using human languages.

      Language enables us to create an infinite number of sentences using a finite number of elements. Take a look at the following examples:

• The student has a book.
• Has the student a book? 
• The student has a book and the teacher writes books.
• This is the student who has a book which was written by a teacher who teaches at a school where its students do projects on writing a biography of their teachers.

Language can be defined from three perspectives: the structural view, the functional view, and the interactional view (Richards & Rogers, 2001). The first view sees language as a system of structurally related elements. The structured system refers to the fact that each language has its own sounds and grammar rules. The second perspective puts language as a vehicle of self-expression. It is true that through language people can express their thoughts and emotion in a way which is understandable to others. The last perspective defines language as a means to help interact with each other. Through language, people ask for and give information or send or confirm an invitation. Humans build their relationships through languages.

      This understanding of language and its nature is of high importance for language teachers so that when they teach a language, they remember the function of learning a language is for the students to use whatever they learn in real communication. It is not about knowing thousands of words but have no idea of how to use it, and it is neither about sounding like a native speaker. Learning a language is about developing competence to use a language in an effective and comprehensible way and it doesn’t really matter if we’re accented or not.

      Now, what does teaching mean? Is teaching a process of knowledge transmission? Or is it about motivating students to learn for themselves? The way we define good teaching may be culturally influenced. In some cultures, a good teacher is the one who controls everything and so s/he should know better than the students. Learning takes place one way, and students will likely take anything they learned. In other cultures, a good teacher gives learners the autonomy to develop their thinking and be engaged with what they are learning. Hence, knowledge is co-constructed by both the teachers and the learners. In the context of language teaching, teaching goes beyond the application of knowledge and of learned skills (Richards, 2010). During teaching, teachers are required to take accounts of the learning context, their students’ needs, as well as his/her values and beliefs in managing the class -which will inform his/her teaching decision. For example, teaching the same lesson of ‘Daily Routines’ to children and adult learners will involve different material content. Teaching a group of students in a formal context will also bring different ambiance and challenges compared to that of a more relaxed setting.

      So, what does it take to be a good language teacher? First and foremost, a language teacher is required to master a multidimensional knowledge -the knowledge of the language, pedagogy, classroom management, course and material design, and assessment. This knowledge will inform his decision to select what approach/method to use, what type of syllabus, and what lesson to give to the students. Proficiency is another factor although it is not the only one. People often hold misconceptions that everyone with good language proficiency will make a great teacher, while in fact, it takes more than that. Indeed, language proficiency is a significant factor that enables a teacher to provide a good language model for the students, to give an effective instruction and explanation, and to give accurate feedback. But to teach a language takes much more than that. Perhaps the best way to define a good language teacher is that a good teacher needs to be a long-life learner.

*The writer also posted this article on her personal blog on https://aclassroomdiary.wordpress.com/2020/08/13/understanding-language-and-language-teaching/