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Anyone who speaks the language can teach the language

Anyone who speaks the language can teach the language G5olj
From the statement given that is, any native of a particular language can teach that language. I personally quite agree with the idea. Based on my own experience as a native of Thai teaching non-native Thai learners. Although I can perfectly communicate in Thai, I still find some difficulties to teach them to do so. Hence, being a great teacher is beyond having high competence of the particular language, it requires the knowledge of how to deliver that competence and knowing how to choose the right method for delivery. Consequently, I believe that this is also true for the sense of English teaching. In other words, we may view any native speaker as a kind of teacher who has high content to be provided for learners. However, if he or she is not capable to apply the right techniques to send the knowledge to them, that piece of cake might not be eaten by the students due to the lost of it between the delivery, or they find it is not favourable anymore.
From the statement
given
that is
, any native of a particular language can teach that language. I
personally
quite
agree
with the
idea
. Based on my
own
experience as a native of Thai teaching non-native Thai learners. Although I can
perfectly
communicate in Thai, I
still
find
some
difficulties to teach them to do
so
.
Hence
, being a great teacher is beyond having high competence of the particular language, it requires the knowledge of how to deliver that competence and knowing how to choose the right method for delivery.
Consequently
, I believe that this is
also
true for the sense of English teaching.
In other words
, we may view any native speaker as a kind of teacher who has high content to
be provided
for learners.
However
, if he or she is not capable to apply the right techniques to
send
the knowledge to them, that piece of cake might not
be eaten
by the students due to the lost of it between the delivery, or they find it is not
favourable
anymore.
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