Who Should We Learn English From: A Native English-Speaking Instructor or a Turkish Teacher?

This article examines whether English learners should study with native English-speaking instructors or Turkish teachers. It argues that both offer valuable but different advantages. Turkish teachers are particularly helpful at beginner levels because they can explain grammar, compare English with Turkish, and understand learners’ difficulties. Native English-speaking instructors become increasingly beneficial at advanced levels, especially for pronunciation, listening, idiomatic language, and cultural nuances. Ultimately, effective language learning depends not on the teacher’s nationality but on their qualifications, the learner’s level, and regular exposure to comprehensible English.

Who Should We Learn English From: A Native English-Speaking Instructor or a Turkish Teacher?

(Since I am Turkish, I have used Turkish teachers and Turkish-speaking learners as examples throughout this article. Readers from other linguistic backgrounds may consider teachers who share their own mother tongue in the same way. The advantages discussed here—such as comparing English with the learner’s native language, anticipating common errors, and empathising with the learning process—may also apply to qualified local teachers in other countries.)

English is one of the most widely used languages in the world when both native speakers and those who use it as a second or foreign language are taken into consideration. It is also one of the most sought-after languages worldwide. Today, the number of people who have learned English as an additional language far exceeds the number of its native speakers. For this reason, English is no longer a language belonging exclusively to particular nations; it has become a global lingua franca—a common language that enables people from different national backgrounds to communicate with one another.

When we decide to learn English, however, whom should we learn it from? Should we study with a native English-speaking instructor or with a Turkish teacher who has learned English as a foreign language?

In my view, it would be misleading to answer this question by choosing one group exclusively. Both types of teachers can make distinct contributions to the learner. The essential point is to benefit from these contributions in appropriate proportions according to the student’s level and needs.

Knowing a Language Does Not Necessarily Mean Being Able to Teach It

Let us first consider native English-speaking instructors, commonly referred to as native speakers. We speak Turkish, but can everyone who speaks Turkish teach it to foreigners? Certainly not. Speaking a language and explaining its structure to a learner are two different skills.

We acquire Turkish naturally from an early age. When speaking, we generally do not think about which tense or grammatical rule we are using. Sentences emerge naturally from our minds. Yet when a foreigner learning Turkish asks us why a particular structure is used, we may struggle to explain it.

The same applies to English. Not every native English speaker is a competent English teacher. A teacher must be trained in language teaching, possess pedagogical competence, and know how to use methods appropriate to the learner’s level. A native English-speaking instructor who has studied English language teaching or a related field and has received pedagogical training can undoubtedly be highly beneficial. Nevertheless, the decisive factor is not merely the teacher’s mother tongue, but their professional competence.

A simple example from everyday life may clarify this point. Sometimes people do not laugh at a joke we tell in Turkish. The joke itself may be funny, and we may be speaking our native language, but we may have failed to tell it effectively. This demonstrates that knowing something and being able to communicate it to others are not the same.

The Contribution of a Native English-Speaking Instructor

There is a Turkish saying: “Knowledge that does not enter through the ear cannot come out of the mouth.” In language learning, the written and spoken input to which students are exposed is extremely important. The more frequently students hear accurate and natural English, the more their speaking abilities are likely to develop over time.

At this point, qualified native English-speaking instructors can make valuable contributions, particularly in the areas of speaking, listening, pronunciation, idiomatic language, everyday expressions, and cultural nuances. Students can learn from them not only how to construct grammatically correct sentences but also how English flows naturally and how words and expressions are used in everyday life.

Nevertheless, it may not always be productive for beginners to receive all their instruction from a teacher who speaks only English. During the first few weeks, learners may be unable to understand much of what is being explained. Constant exposure to English that is far above their level may weaken their motivation and self-confidence. Some students may even consider giving up on learning English altogether.

For this reason, I believe that speaking and listening lessons with native English-speaking instructors should constitute a limited proportion of a beginner’s overall programme. This proportion may gradually be increased as the learner’s proficiency improves. The process can be compared to the use of dictionaries. At first, we generally use English–Turkish dictionaries; as our level advances, we begin to use English–English dictionaries. Similarly, as we improve in the language, we can begin spending more time communicating with native English speakers.

The Strengths of Turkish Teachers

One of the most significant advantages of Turkish teachers at the beginner level is their ability to compare English and Turkish. They can explain the Turkish equivalent of an English structure, demonstrate the differences between the two languages, and anticipate the areas in which Turkish learners are likely to make mistakes.

English and Turkish have considerably different linguistic structures. Certain tenses or forms of expression found in one language may have no exact equivalent in the other. A teacher who does not know Turkish may find it difficult to understand why a Turkish learner makes a particular mistake. A Turkish teacher, by contrast, can recognise the connection being formed in the learner’s mind and explain: “This is how we think in Turkish, but the same idea is expressed differently in English.”

Another advantage of Turkish teachers is their ability to empathise more easily with their students. They have also learned English as a foreign language, faced similar difficulties, and overcome comparable obstacles. In this respect, they can serve as role models for learners.

When we were studying in our university’s English preparatory programme, we would say to one another, “It would be enough for us to know as much English as our teacher Kübra.” She was a role model for us because she had successfully travelled the path that we hoped to follow and had eventually become a teacher of the language she had learned. Her example showed us that mastering English was not an unattainable goal.

It is therefore particularly important for beginners to benefit from a qualified Turkish teacher when learning grammar, fundamental sentence structures, and effective study methods. Brief and well-timed explanations in Turkish can prevent learners from becoming disconnected from the lesson when they encounter difficulty.

The Balance Should Change as the Learner’s Level Improves

My recommendation is that, at the beginner level, approximately 80 per cent of a learner’s instruction should be provided by a Turkish teacher and around 20 per cent by a native English-speaking instructor. This is not, however, a scientifically established or unchangeable formula. The proportions may vary according to the learner’s age, proficiency level, objectives, learning style, and available opportunities.

Once the student reaches an advanced level, this balance may be reversed. The contribution of the Turkish teacher may decrease to around 10–20 per cent, while the amount of time spent with native English-speaking instructors and authentic English-language materials may be increased. At this stage, learners need to move beyond fundamental grammatical rules and develop an understanding of subtle differences in meaning, idioms, natural collocations, cultural associations, and real-life spoken English.

An important point should be emphasised here: receiving instruction from a native English speaker for only a very short period may not produce a significant transformation. The first few weeks are often spent becoming accustomed to the instructor’s manner of speaking and teaching methods. To derive substantial benefit, the learner needs regular and sustained contact with the language.

A Preparatory Programme Alone Is Not Sufficient

Completing an intensive English preparatory programme at university provides an important foundation, but it is not sufficient by itself. Even if the preparatory programme is taught entirely in English, the learner’s proficiency may gradually decline if most undergraduate courses are subsequently delivered in Turkish. In particular, failing to review the language during the summer holiday may cause students to forget a considerable proportion of what they have learned.

Today, students’ direct contact with English may also decrease when they begin conducting all their English-language research through AI-assisted translation tools. Artificial intelligence can be a useful aid. However, when it becomes a tool that constantly reads, comprehends, and translates on behalf of the student, it may slow down language development.

Students should read, listen to, or watch something in English every week. More importantly, they should not limit themselves to learning English; they should also begin using English to learn other subjects. Completing a course, studying a new topic, or even learning another language through English can be highly beneficial. At this stage, English ceases to be merely a school subject and becomes a means of accessing knowledge.

Contact with English Should Continue During Holidays

The thought that “we have completed an intensive preparatory year, so now we should rest” should not lead students to remain disconnected from English for an extended period. Rest is undoubtedly necessary, but studying English for a few hours each day does not constitute an excessive burden. Nor does this study necessarily have to involve demanding grammar books.

At the same time, watching television series or films for hours without understanding anything should not automatically be regarded as effective study. It is more productive for learners to select comprehensible materials that correspond to their level. Short subtitled videos, graded readers, podcasts, and online courses can all be used in a purposeful manner.

By the end of the A2 level at the latest, students should begin studying independently and regularly exposing themselves to what is described in the language-acquisition literature as “comprehensible input.” This refers to materials that are slightly above the learner’s current level but can still be understood with the assistance of context, images, subtitles, or prior knowledge.

Following a Course in English Is a Separate Skill

Being able to communicate in a language in everyday situations is not the same as being able to follow an academic lecture in that language. A student whose undergraduate courses were not delivered in English may initially struggle to understand lectures taught in English at a European university after graduation. Following an academic course in another language requires advanced listening skills, an extensive vocabulary, and knowledge of the relevant academic field.

Even after spending three months making a serious effort abroad, a student may still be unable to understand everything discussed in class. For this reason, taking English-language courses through platforms such as Coursera before travelling abroad can be highly beneficial. This allows students to become familiar with both the pace of academic speech and the English terminology used in their field.

Linguistic Kinship Does Not Guarantee Easy Learning

Students are sometimes told that their mother tongue is related to English and that they will therefore be able to learn it easily. For instance, a Kurdish-speaking student may be reminded that Kurdish and English belong to the same broad language family and may consequently be told that learning English will be relatively effortless. This approach, however, can be misleading.

Although Kurdish and English both belong to the Indo-European language family, they are situated in two considerably distant branches of that family. This linguistic relationship does not mean that a Kurdish-speaking student can learn English without considerable effort. Similarly, although Spanish and English have various historical and lexical connections, they remain distinct languages. Linguistic kinship may make certain words or structures easier to recognise, but it cannot replace regular study. Underestimating the difficulty of the task may ultimately discourage students from working consistently.

What Matters Is Not Being “Native,” but Being a Qualified Teacher

A large proportion of English teachers around the world learned English as an additional language. This reality demonstrates that English-language teaching is not the exclusive domain of native speakers.

A competent Turkish teacher can explain grammar, identify the sources of students’ mistakes, make appropriate use of Turkish when necessary, and empathise with the learning difficulties they experience. A qualified native English-speaking instructor, on the other hand, can make significant contributions to natural speech, listening comprehension, pronunciation, idiomatic expressions, and cultural nuances.

The correct question, therefore, is not “Which one is better?” but rather, “Which type of teacher does the learner need at their current level, and to what extent?”

In an ideal English-learning process, Turkish teachers, native English-speaking instructors, and comprehensible English input should not be regarded as alternatives to one another, but as complementary elements. At the beginning, learners need reliable guidance that enables them to understand and make sense of the language. As their proficiency develops, direct contact with English should gradually increase. In the final stage, learners should become independent of their teachers and acquire the ability to use English confidently on their own.

The secret to learning a language lies not in the teacher’s passport, but in the teacher’s professional competence, the use of methods appropriate to the learner’s level, and the regular and sustained use of the target language.

Ozan Dur