In today’s modern world, the interest of both adults and children in learning foreign languages is constantly increasing. Scientific and technological progress, together with social and economic transformations, has significantly influenced educational systems worldwide. English, in particular, has become a global means of communication. As David Crystal (2003) states, “English is now the global language,” highlighting its dominant role in international communication. Consequently, foreign language education has become a priority in schools, including in Romania. However, despite its growing importance, teaching foreign languages remains a complex and challenging process.
Teaching a foreign language involves far more than transmitting grammatical rules or vocabulary. A teacher must develop students’ four fundamental skills—reading, writing, listening, and speaking—while also fostering enthusiasm, motivation, and a positive attitude toward the target language.
According to Jeremy Harmer (2007), “The quality of teaching is determined not just by what teachers know, but by how they communicate their knowledge and engage learners.” Teachers must understand what students learn, how they learn, and why the learning process affects their future development. Therefore, foreign language teaching requires educators to support both academic and personal growth.
One of the major challenges in teaching foreign languages is the disruptive classroom environment. A positive and comfortable learning atmosphere is essential for effective teaching and learning. A noisy and disorderly classroom distracts both teachers and students, reducing concentration and productivity. Jim Scrivener (2011) emphasizes that classroom management aims to create conditions in which learning can take place. Without a supportive environment, teachers cannot deliver lessons effectively, and students cannot fully engage in the learning process.
Another significant challenge is the lack of adequate teaching resources. Modern foreign language instruction increasingly relies on multimedia tools, digital devices, authentic materials, and interactive platforms. However, many schools still lack sufficient equipment such as projectors, computer systems, or updated textbooks and supplementary materials. Richards and Rodgers (2001) argue that instructional materials are an essential component of language teaching methodology. When resources are limited, teachers find it difficult to implement communicative and student-centered approaches effectively.
Large class sizes also create considerable difficulties. Overcrowded classrooms generate noise, increase stress for teachers, and limit opportunities for individualized attention. Language learning requires interaction, feedback, and practice, which become harder to manage in large groups. Harmer (2007) points out that monitoring students and providing individual support becomes much more difficult in such conditions. As a result, teachers must invest additional effort to maintain discipline and ensure participation.
Limited instructional time represents another important obstacle. In many cases, English is taught only two hours per week. However, language acquisition requires sustained exposure and repeated practice. Lightbown and Spada (2013) explain that language learning depends on extensive exposure and meaningful interaction. When time is insufficient, students cannot adequately practice all language skills, and progress may be slower than expected.
The excessive use of the mother tongue in class is another frequent issue. Students naturally prefer to communicate in their native language because it feels easier and more comfortable. Nevertheless, excessive reliance on the first language reduces opportunities for practicing the target language. While Cook (2001) acknowledges that limited use of the mother tongue may support comprehension, maximum exposure to the second language remains crucial for acquisition. Teachers must therefore strike a balance between strategic support and immersion in the foreign language.
An overloaded curriculum further complicates the teaching process. Teachers are often required to introduce new content in every lesson, leaving insufficient time for consolidation and practice. Nation (2001) emphasizes that vocabulary and structures require multiple encounters in meaningful contexts to be retained effectively. Without adequate reinforcement, students may struggle to internalize new material.
In addition to these classroom-related challenges, teachers may face insufficient professional training, limited familiarity with modern teaching methodologies, lack of digital competence, and restricted opportunities for continuous professional development. Freeman and Johnson (1998) argue that teacher learning is a lifelong process, and ongoing professional growth is essential in adapting to changing educational demands. At the same time, student-related issues such as lack of motivation, discipline problems, boredom, or low self-confidence can further complicate the learning environment. Dörnyei (2001) highlights that motivation is one of the key determinants of success in second language acquisition.
In conclusion, teaching foreign languages in the contemporary educational context is both demanding and rewarding. Teachers are confronted with environmental difficulties, insufficient resources, large class sizes, limited instructional time, and curriculum constraints. At the same time, they must inspire learners, foster communicative competence, and support personal development. Addressing these challenges requires institutional support, access to modern resources, continuous professional development, and learner-centered methodologies. Through dedication, adaptability, and collaboration, foreign language teachers can successfully respond to the needs of today’s globalized society.
Bibliography
Cook, V. (2001). “Using the First Language in the Classroom.” Canadian Modern Language Review, 57(3), 402–423.
Crystal, D. (2003). English as a Global Language. Cambridge University Press.
Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge University Press.
Freeman, D., & Johnson, K. E. (1998). “Reconceptualizing the Knowledge-Base of Language Teacher Education.” TESOL Quarterly, 32(3), 397–417.
Harmer, J. (2007). How to Teach English. Longman.
Jalolov, J. J., Makhkamova, G. T., & Ashurov, Sh. S. English Language Teaching Methodology.
Khudoymurotova, Q. (2022). “The Actual Problems in Teaching Foreign Languages.” Web of Scientist: International Scientific Research Journal, May 5, 2022.
Lightbown, P. M., & Spada, N. (2013). How Languages Are Learned (4th ed.). Oxford University Press.
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. Cambridge University Press.
Scrivener, J. (2011). Learning Teaching. Macmillan Education.