Teaching in an additional language

At the University of Alberta, more than 30% of faculty, instructors, and staff bring the richness of multilingual backgrounds to the classroom and to their interactions with students. While navigating the nuances of a second or additional language requires immense mental agility and resilience, it also offers a unique pedagogical strength, including the ability to connect with and affirm students who are navigating similar experiences.

Nearly 40% of U of A students reported learning a language other than English in childhood, and 37.5% were born outside Canada (Student Demographic Census Report, 2024). Although many may not be teaching, they often face similar challenges related to language, communication, and belonging. You can draw on this shared experience to build connection and empathy in your classroom and to offer students a visible example of what it looks like to learn, work, and succeed in an additional language.

Strategies

These strategies help you navigate common challenges while recognizing the value and insight that come with teaching in an additional language.

Dealing with mental fatigue

Cognitive overload occurs when your brain is trying to process too much information simultaneously. It is common and completely normal to feel mentally and emotionally drained after teaching in your additional language. Tiredness, stress, and hunger can intensify this kind of linguistic fatigue.

  • Practice pronunciation and enunciation regularly in a safe space to build confidence and automaticity.
  • Prepare slide notes or teaching prompts and review them before class.
  • Be honest with your students. If you are struggling to find a word or expression, ask them for assistance.
  • Stay hydrated, eat nutritious foods, and allow time to rest.

There are days [when] speaking English does not come naturally: I will say just that. It does not happen often, so it's not a big deal. (a U of A instructor)

As I got better at speaking and understanding, I tend to have more conversations in class. I ask questions and let students comment, talk, and express their ideas. That means I do not have to talk as much. (Andreea)

I’ve learned to prioritize good sleep and proper nutrition before lectures to ensure clarity, confidence, and effective communication. (Muhammad Faizan Naeem, Faculty of ALES)

Managing imposter syndrome

Imposter syndrome is the persistent questioning of your abilities and doubting your skills or accomplishments. It is common even among highly successful and accomplished people. When teaching in another language, imposter syndrome often manifests as fear of being seen as incompetent due to an accent or a lack of fluency.

  • Counter negative self-talk with concrete examples of your success. Teaching at a higher education institution is evidence of your competence!
  • Reduce stigma and emphasize the importance of mental wellness by being vulnerable and discussing imposter syndrome with students and colleagues.
  • Celebrate small wins by rewarding yourself. Don’t wait for outside validation.
  • Engage in professional language development, such as second-language classes or accent coaching, to build confidence in your communication skills.

Imposter syndrome has been a persistent part of my experience as a lecturer teaching in my second language. I often struggle with anxiety about whether I am “enough” and feel a strong need to ensure that I am understood correctly—even though I know that what I say is accurate and that I am well-qualified in my field. (a U of A instructor)

Understanding cultural differences

Teaching effectively involves more than just linguistic fluency; it requires navigating an educational and social culture, composed of various “unspoken rules” of interaction. You may find that classroom dynamics at the U of A, such as the level of student informality or expectations for participation, differ significantly from your previous experiences. Moreover, since the U of A student body is very diverse, these dynamics may vary from one semester to the next.

  • Get to know your students and their cultural backgrounds to clarify expectations and minimize friction.
  • Encourage open dialogue and feedback. Building trust helps you and your students recognize missteps and resolve misunderstandings respectfully.
  • Demonstrate openness and accountability by acknowledging when you make a mistake or commit a faux pas. This also helps build trust and can encourage students to take risks in their own learning.
  • Ask your students to explain cultural concepts or help you find an appropriate local idiom.

There are times when [students] would talk about a game here that I have never heard of, so I would ask them to explain it to me, as I explain the games we played back home. I used to feel very embarrassed for not understanding or knowing what the students told me. I am a bit less hard on myself, and I just ask students to explain. (Andreea)

Addressing misconceptions and stereotypes

You may have received Student Perspectives of Teaching (SPOT) feedback stating you were “difficult to understand” or that you “have an accent.” You may have also experienced microaggressions, which are brief and seemingly harmless comments or behaviours, sometimes disguised as compliments, that communicate negative prejudicial slights, based on subconscious biases and stereotypes around your accent, proficiency, speaking style, or cultural background. Moreover, some students and colleagues may not fully understand the complexity of teaching in an additional language.

The following strategies can help you respond to these experiences and build understanding in your classroom.

  • When appropriate, share aspects of your experience learning and teaching in an additional language. This can help challenge misconceptions while offering students with similar experiences a relatable example of confidence, persistence and growth.
  • Reframe perspectives: everyone has an accent. Yours is simply different from your students’, and they will get used to it over time.
  • Let your students and colleagues get to know you as a person, rather than just an instructor.
  • Consider having students teach a “mini-lesson.” This builds empathy by demonstrating that teaching requires significant preparation and a diverse skillset.

[O]ne common misunderstanding is that teaching in an additional language is mainly about fluency. In reality, it involves careful preparation, cognitive effort, and constant attention to clarity and precision. (Muhammad Faizan Naeem, Faculty of ALES)

Putting it into practice

There is no single way to teach in an additional language. The suggestions below are intended to help you identify practical, manageable ways to build on your strengths.

  • Identify one or two teaching situations that feel especially demanding. What strategy, or combination of strategies, could help you navigate them?
  • Consider how your multilingual experience shapes the way you teach. How might your visibility as a multilingual instructor help build connections with students or support those navigating similar language or cultural challenges?
  • Identify one small, realistic change you could make to strengthen your confidence in the classroom.

Learn More

Hutchison, Charles B. (2015). Experiences of Immigrant Professors: Challenges, Cross-Cultural Differences, and Lessons for Success. Taylor & Francis Group, ProQuest Ebook Central.

Scheopner Torres, A., Doran, K., Huang, C., & Rickenbach, E. (2022). Effects of Instructor Accent on Undergraduate Evaluations and Learning at a Catholic College. Journal of Catholic Education. 25(1).

Toronto Metropolitan University. (2024) What is Imposter Syndrome and How You Can Overcome it.

University of Alberta (2023). Census Results for Equity, Diversity and Inclusion Update

University of Alberta (2024). Student Demographic Census Report