Advantages And Disadvantages Of Being Monolingual

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disadvantages being monolingual? For example, Larry M. Lynch (Profan ELT Teacher Trainer, English language learning expert author and university professor in Cali, Colombia.) in his work emphasized reasons for and against having monolingual teachers. These are some key arguments:
Pro sides:
• Teachers can empathize with language learners
• Teachers have developed language learning skills and strategies of their own
• Teachers can function locally in the L1 of the country where they live and work
• Teachers can plan effective English acquisition strategies based on a knowledge of the learners’ L1
• Limited use of the learners’ L1 can be an effective language teaching strategy

Con sides:
• Teachers may not necessarily work abroad but in their
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Even though many will agree with such a sentiment, some are not certain that this is true. The language-learning experience can be quite different from one learner to another. The experience can also be radically different in going from one language family to another. That is way if teacher will know more languages the more he or she will be experienced teacher, which will be effective in ELT. Also, I learned reasearch of Marie-Anne HANSEN-PAULY, (University of Luxembourg, Postgraduate Secondary Teacher Education*) She claims that, multilingualism in education means well-defined areas and functions for different languages, with clearly fixed regulations concerning the curriculum, set books, interaction and exams; on the other hand, both teachers and learners, constantly and spontaneously change languages in and outside school, according to situations and expectations. In other words, to use a distinction made by the Council of Europe in the Common European Framework of Reference for Languages (2001), educational policies are multilingual and well regulated; the persons, however, who are involved in processes of learning and teaching. This means, for example, most subject teachers have to teach their subjects in two languages, in German and French, neither of which is a first language for the great majority of learners. It also means that learners acquire subject knowledge and competences through both German and French, the two main languages of
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